Pre- and proto-historical cultural material

The course aims to complement the academic training and expertise acquired in undergraduate studies and initiate research training. This is to provide the student with a methodological and instrumental under the mainstream, it is useful in working life and research work.
Knowledge and familiarity with the elements of material culture more representative of a particular culture promote the proper development of the archaeological work, whether surveying, cataloging, excavation or development of synthesis.
An important objective of the course is the acquisition of knowledge for proper cultural identification of archaeological evidence, with a special emphasis on those in the Galician archeology, referencing those found in the Iberian Peninsula, in relation to the three European areas: the Atlantic, Continental and Mediterranean, with whom they have relationships, to varying degrees, directly or indirectly, both Galicia and the Iberian Peninsula.
The acquisition of a basis for typological identification affects everything that is likely to be characterized culturally, whether formal styles, decorative, technology, user, status, etc.. They all referred to together or isolated in types, or in-kind attributes are a guide to include an archaeological find in a period, in a territory and eventually into a cultural tradition.
This is to provide, through analysis and synthesis and characterization of culture, an overview that can be seen as fragmentary information of each material separately or archaeological phenomenon acquires a certain sense in a regional context or in one of broader context, and as part of a long-range phenomenon.

Prehistory: material culture studies and reconstruction of the investigation.
Old Stone Age: descriptions of the lithic and bone industry of the Paleolithic.
Recent Prehistoric times: typologies of lithic, bone and ceramic industries.
Domestic and public architectures and built spaces. Engraved and sculpted stones.
The Art in the funerary architecture and the art of the petroglyphs.
Metals industries: typologies in jewellery and metallurgical manufactures: weapons, implements, personal items and elements of collective and ritual uses.
The material culture in the Galician Hillforts culture.

General Bibliography
BARANDIARIÁN, I. et al. 2004. Prehistoria de la Península Ibérica, Barcelona, Ariel.
BELLO DIEGUEZ, J. M.; PEÑA SANTOS, A. 1996. Galicia na prehistoria. En Historia de Galicia. Tomo I. A Coruña. Via Láctea.
CASTRO MARTÍNEZ, P. V.; LULL, V. & MICÓ, R. 1996: Cronología de la Prehistoria Reciente de la Península Ibérica y Baleares (c. 2800-900 cal ANE). BAR International Series, 652. Oxford,
CHAMPION, T.; GAMBLE, C.; SHENNAN, S.; WHITTLE, A.: 1988: Prehistoria de Europa. Crítica, Barcelona.
CUNLIFFE, B. (ed) 1998. Prehistoria de Europa. Barcelona. Crítica.
ESTEVEZ, J.; VILÀ, A. (1999): Piedra a piedra. Historia de la construcción del Paleolítico en la Península Ibérica. B.A.R., International series.
Specific Bibliography
BALBIN, BERHMAN, R. de, BUENO RAMIREZ, P. 2003: El arte rupestre prehistórico desde los inicios del siglo XXI. Ribadesella.
BARANDIARÁN, I. 2006: Imágenes y adornos en el arte portátil paleolítico. Ed. Ariel
BRANDHERM, D. 2007: Algunas reflexiones sobre el bronce inicial en el noroeste peninsular. La cuestión del llamado horizonte “Montelavar”. CuPAUAM 33, pp. 69-90
CALVO TRIAS, M. 2002: Utiles líticos prehistóricos. Forma, uso, función. Ed. Ariel
CARRERAS RAMIREZ, F.; FÁBREGAS VALCARCE, R. 2006: Arte parietal megalítico en el Noroeste Peninsular. Torculo ed. Santiago de Compostela
COFFYN, A. 1985: Le Bronze Final Atlantique dans la Peninsule Ibérique. Ed. Boccard. París
COMENDADOR, B., 1999: Los inicios de la Metalurgia en el Noroeste de la Península Ibérica. Monografías, 11. M. Aqueolóxico. A Coruña.
FÁBREGAS VALCARCE, R.(Ed.) 1996: Os primeiros poboadores de Galicia: O Paleolitico. Sada. Ed do Castro
FÁBREGAS VALCARCE, R. (Ed.) 1998: A Idade de Bronce en Galicia: novas perspectivas. Cadernos do Seminario de Estudos de Sargadelos, 77. Sada. A Coruña: 243-258.
FABREGAS VALCARCE, R.; SUAREZ OTERO, J. 1999: El proceso de neolitización de Galicia. Saguntum. Extra 2, pp. 541-548HIDALGO CUÑARRO, J.M. (coord.): 2006. Arte e cultura de Galicia e norte de Portugal: Arqueología. Vigo, Nova Galicia. Tomos I e II.
FERNANDEZ-POSSE, M.D. 1998: La investigación protohistórica en la Meseta y Galicia. Ed. Síntesis
MEIJIDE CAMESELLE, G. 1988: Las Espadas del Bronce Final en la Península Ibérica. Ed. Universidad Santiago de Compostela
MERINO, J. M. 1994: Tipologia Litica. (rev.)
MONTEAGUDO, L. 1977. Die Beile auf der Iberischen Halbinsel. Praehistorische Bronzefunde IX, 6. Munich.
PEÑA SANTOS, A, de la; REY GARCÍA, J.M. 2001: Petroglifos de Galicia. Via Láctea, A Coruña
PÉREZ OUTEIRIÑO, B. 1994: Ourivería Prehistórica do NW peninsular. Primeiras Manifestacións. Bol. Auriense XXIV, pp. 17-44
PRIETO MARTÍNEZ, M. P. 2010. La cerámica de O Regueiriño (Moaña, Pontevedra). Nueva luz sobre el neolítico en Galicia. Gallaecia 29: 63-82.
PRIETO MARTÍNEZ, M. P. y SALANOVA, L. (coords.) (2011). Las Comunidades Campaniformes en Galicia. Cambios sociales en el III y II milenios BC en el NW de la Península Ibérica. Diputación de Pontevedra. Pontevedra.
ROJO GUERRA, M., GARRIDO-PENA, R., GARCÍA MARTÍNEZ, I. ( eds.) 2005: El Campaniforme en la Península Ibérica y su contexto Europeo. Universidad de Valladolid, Valladolid
ROJO GUERRA, M. A., GARRIDO PENA, R., GARCÍA , I. (eds) 2012: El neolítico en la Península Ibérica y su contexto europeo.

-That the students have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field.
-That the students have demonstrated the ability to conceive, design, implement and adopt a substantial process of research with academic seriousness;
- That the students have made a contribution through original research that extend the frontiers of knowledge to develop a substantial corpus of which party deserves the publication referenced national or internationally;
-That students are able to carry out a critical analysis, evaluation and synthesis of new and complex ideas;
- That the students know how to communicate with their colleagues, with the whole academic community and society in general about their areas of expertise;

-Use bibliography and bibliographic resources search tools (general and specific), which includes Internet access, seeing its huge opportunities and enhancing the discriminatory ability of students on its contents.
-Manage optimal forms of working time and organizing the resources available, by establishing priorities, alternative paths and identifying errors in the decision making.
-Enhanced capacity of teamwork, in cooperative environments, multidisciplinary or high competitive level

-Preparation of the dissertation. This implies the knowledge and use, by the student, the rules governing the preparation of doctoral theses in the field of Humanities, i.e., a correct expression in the chosen language, proper exposure and management of the arguments, the correct use of the notes as an instrument for, among other things, recognize the scientific debts, thus avoiding engaging in plagiarism
- Preparation and writing of historical and archaeological reports.

-Oral presentation of the topics, focused explicitly on each time to the identification of the elements of material culture and culturally relevant identification.
-Exhibition and analysis to practical understanding of recording prehistoric material culture and elements of typological analysis
-Explanatory and practical analysis on the technologies used in the production of material culture items using all graphics systems available experimental methodology.

The library resources, laboratory work and exhibitions on materials and / or visits to museums are practical support to settle the theoretical.
The critical reviews in seminar format and making posters / power points to the development of typological compendia tables to promote a joint discussion of the information available in the various periods.
The use of teaching collections and archaeological materials available are two basic for practical training, to introduce students to specific situations.

Continuous assessment through:
-Monitoring of student work in the classroom, laboratory, field trips, seminars and tutorials.
-Delivery and / or exhibition of work, results, reports, etc..
Evaluation of the learning process by:
-written or oral examinations, which may include multiple choice tests, essay tests different format, reasoning questions, questions and short topic, problem solving and case studies.
Grading scale: expressed by numerical final grade 0-10 under current legislation
(Royal Decree 1125/2003 of 5 September, BOE September 18).

Assessment Method:
• Continuous Assessment: attendance and participation
• Preparation and presentation of final work.

Written exam with specific issues if appropriate.

ACTIVITIES STUDENT ATTENDANCE:
Lecture 10
Practical class 6
Exhibition of work 3
Seminar 4
Tutorials 2
TOTAL: 25

STUDENT WORK:
Self-study 30
Recommended Reading 12
Preparing presentations 4
Other Tasks 4
TOTAL: 50

Combining attendance and participation in lectures and personal study practices, trying to take the matter up.
Functional management is recommended in some of the major foreign languages.

It will pay special attention to the Iberian Peninsula and the Northwest territory. Language that is taught: Spanish and Galician. In the case of academic fraud, as defined in Article 42 of the Regulations establishing the rules of coexistence of the University of Santiago de Compostela, and in accordance with the provisions of Article 11. g) of the University Coexistence Law, the sanctions provided by the regulations will be applied. Among the premeditated behaviors aimed at falsifying the results of an exam or assignment are plagiarism and the unauthorized use of Artificial Intelligence tools.