Publication in the Diário da República: Despacho nº 17071/2009 - 23/07/2009
3 ECTS; 1º Ano, Anual, 27,0 TP , Cód. 6498123.
Understand the multidisciplinarity of Archaeoacoustics. Identify sound producing objects in the Palaeolithic and first intentionally built musical instruments. Analyse the origins of music in terms of an early musical behaviour. Know contributes of Archaeoacoustics in the study of Prehistoric Art and its practical applications. Identify acoustic phenomena in megalithic monuments and their reflections on art as a complement in understanding megalithic art.
1 Introduction to Archaeoacoustics
1.1 Pioneering work
1.2 Research development
1.3 Acoustics and intentionallity in Prehistory
2 Palaeolithic soundscapes
2.1 Artefacts for communication
2.2 Objects of musical character
2.3 Origins of music and early musical behaviour
2.3.1 The human voice and body in the origins of music
2.3.2 First intentionally built musical instruments
3 The contribute of Archaeoacoustics in the study of Prehistoric Art
3.1 Reverberation in caves and location of parietal art
3.2 Socially organized sound and its influence in megalithic art
4 Archaeoacoustics and Post-Palaeolithic Rock Art
4.1 Sedentary life and the multiplication of musical instruments
4.2 Music and dancing scenes in rock art
4.3 Problematic of interpretation
Students will be assessed through a short essay of about 1000 words on any of the subject content taught in classes. The constraints of the essay itself will be discussed face-to-face with students or via e-mail. Assessment includes the essay produced, class participation and interest. The essay represents 80% of the assessment and the participation/debate totals 20%.
- Coimbra, F. (2018). Archaeology, Archaeoacoustics and Early Musical Behaviour. (pp. 13-21). Myakka City: Old Temples Study Foundation
- Diaz-Andreu, M. e Mattioli, T. (2019). Rock Art, music and acoustics: a global overview. (pp. 503-528). Oxford: Oxford University Press
- Cross, I. e Watson, A. (2006). Acoustics and the Human Experience of Socially-organized Sound. (pp. 107-116). Cambridge: McDonald Institute for Archaeological Research
- Interpreting the Prehistoric visual sources for dance.(2015, 0 de ---). Music in Art , pp. 311-327.
Content teaching using examples of iconography, visualising videos and demonstration of replica of prehistoric musical instruments. Presentation of the more relevant scientific research. Dialogue/debate with the students.
Software used in class