MSU Campus Archaeology Program Field School

ARCHAEOLOGY FIELD SCHOOL

The MSU Campus Archaeology Program runs a five-week archaeology field school every other year. Students are taught excavation techniques, daily note-taking, and database input. They also work in lab cleaning and sorting artifacts, writing accession numbers, and cataloging them.

A total of 5 units (2×2 meters) were excavated behind the Hannah Administration building on Michigan State University campus. In teams of two and with the help of graduate students, my partner and I excavated Unit A. Our morning routine consisted of taking notes about the weather, personal thoughts, the date, and more. The elevation level was also recorded to note any changes from the day before. For each level, we excavated 10cm down collecting artifacts and taking notes. After permission to move onto the next level, we mapped the floor. Mapping is a method of recording features and artifacts on the floor, in our case, using a measuring tape. By doing so, we are able to see changes throughout each level of the unit. We also recorded soil color using the Munsell Soil Color Chart.

RESEARCH

My research involved identifying manufacturing companies of the 50+ maker’s marks found on ceramics from Unit A, many of which were broken into fragments. By identifying the marker’s mark, it can help date the field site.

To begin, I photographed all of the ceramics with marker’s mark and put them on Microsoft Word. I organized them by placing the ones that looked similar on the same page. Through resources provided from the archaeology lab and the MSU library, I looked through encyclopedias, books, and websites to identify the company and time period in which they marks were being printed on tablewares.

Although the ceramics were broken, possibly from being tossed, I was able to identify the majority of the maker’s marks. I was not able to find the time period for all of the marks.

FINDINGS AND TECHNIQUES

I used Adobe Photoshop to visually enhance some of the marker’s marks that were difficult to see. Below is an example. I enhance the diamond 31 by inverting the image and changing the brightness and contrast.

While putting the marker’s marks on Microsoft Word, I discovered that two fragments, found at different levels, were connected together. This formed part of a maker’s mark from the Johnsons Brothers company. It could be that the other parts of this mark may have been in another pit being excavated near by, deeper in the ground, or possibly dragged away by animals.           

Two pieces of ceramics connected together
Two pieces of ceramics connected together

Additionally, I looked into the designs found on some of the ceramics. Fancier designs may have suggested that the pottery belonged to a woman. In particular, the piece below is from the Limoges company. It has floral designs and is porcelain, which is thinner and lighter than other ceramics.   

Fragment of ceramic with pink flowers.
Front

Limoges Ceramic
Back

ARCHAEOLOGY LAB

After the artifacts were recorded and bagged, they were taken to the lab to be cleaned, accessioned, and inputted into an excel sheet. During lab hours, I learned to carefully wash the artifacts and sort and catalog them. After being cleaned with water and a gentle toothbrush, the artifacts were organized into groups of same material. They were then counted, bagged, and weighed for our record. Some of the artifacts recovered included nails, glass, ceramics (stoneware, porcelain, and whiteware), bricks, and buttons.


Poster of ceramic research
“Making My Mark at MSU: Maker’s Marks” Poster

ACKNOWLEDGMENTS 

I would like to thank the MSU Campus Archaeology Program, Dr. Goldstein, Lisa Bright, and my colleagues who worked in the lab with me. Without their empowerment and support, I would not have been given this opportunity to learn and grow.

To Dr. Goldstein, for giving me the opportunity to work in her lab. Without her kindness and caring heart, I would not have been able to learn how to properly excavate, conduct my research on maker’s marks, and learn how to handle artifacts with care.

To Lisa Bright, who was patient with me when I would ask the same question over again and when cataloging took a lot longer than expected.