arcl0148: applied heritage management 2018-2019 … · galloway (ed.) tides and floods: new...
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ARCL0148: APPLIED HERITAGE MANAGEMENT
2018-2019 MODULE HANDBOOK: 15 credits
Turnitin Class ID: 3885593 Turnitin Password: IoA1819
Deadlines for coursework: 18/03/2019 & 23/04/2019
Co-ordinator: Tim Williams Room 602 Email: [email protected] Tel: 020 7679 4722 Gai Jorayev Room 413 [email protected] 020 7679 4778
UCL INSTITUTE OF ARCHAEOLOGY
ARCLG233: Applied Heritage Management Page i
CONTENTS
1 Overview........................................................................................................................... 1 1.1 Short description ........................................................................................................ 1 1.2 Timetable: Week-by-week summary......................................................................... 2 1.3 Basic introductory texts ............................................................................................. 2
1.3.1 General context & mills ..................................................................................... 2 1.3.2 The House Mill: related websites ...................................................................... 3 1.3.3 Project management .......................................................................................... 3 1.3.4 Report writing .................................................................................................... 4 1.3.5 Consultation with stakeholders and social research .......................................... 4
1.4 Methods of assessment .............................................................................................. 5 1.5 Teaching methods ...................................................................................................... 5 1.6 Workload ................................................................................................................... 6 1.7 Prerequisites .............................................................................................................. 6
2 Aims, objectives and Assessment ................................................................................... 6 2.1 Background ............................................................................................................... 6 2.2 Aims .......................................................................................................................... 6 2.3 Objectives .................................................................................................................. 7 2.4 Learning outcomes .................................................................................................... 7 2.5 Coursework: Assessment tasks .................................................................................. 7
2.5.1 Assignment One: Submission deadline - 18 March, 2019 ................................ 7 2.5.2 Assignment Two: Submission deadline - 23 April, 2019 .................................. 8 2.5.3 Word-counts ...................................................................................................... 8 2.5.4 Coursework submission procedures .................................................................. 8 2.5.5 Formatting ......................................................................................................... 9
3 Background to House Mill ............................................................................................ 10 3.1 History ..................................................................................................................... 10 3.2 Milling process ........................................................................................................ 11 3.3 Recent history .......................................................................................................... 11
4 Project work ................................................................................................................... 12 4.1 Introduction ............................................................................................................. 12 4.2 Working Groups ...................................................................................................... 12
4.2.1 Working Group: condition assessment & documentation ............................... 12 4.2.2 Working Group: interpretation ........................................................................ 12 4.2.3 Working Group(s) in other areas/activities, such as Marketing, Social media,
Local communities, etc. ................................................................................................... 13 5 Detailed syllabus ............................................................................................................ 14
Session 1: Introduction (Tim & Gai) ........................................................................... 14 Session 2: Fieldtrip to House Mill ............................................................................... 14 Session 3a: Assigning project groups and scoping the work ....................................... 14 Session 3b: Interpretation planning ............................................................................. 14 Session 4 (lecture & workshop) Condition assessment and documentation (Dean &
Gai) .............................................................................................................................. 16 Session 5 (Workshop): Planning the fieldwork ........................................................... 18 Fieldwork (Reading Week) ......................................................................................... 18 Second half of the term ................................................................................................ 18 Session 6: Presentations & review ............................................................................... 18
6 Additional information ................................................................................................. 20 6.1 Libraries and other resources ................................................................................... 20 6.2 Information for intercollegiate and interdepartmental students ............................... 20 6.3 Health and Safety .................................................................................................... 20
ARCLG233: Applied Heritage Management Page ii
APPENDIX A: POLICIES AND PROCEDURES 2018-19 (PLEASE READ
CAREFULLY) ....................................................................................................................... 21 GENERAL MATTERS ....................................................................................................... 21 COURSEWORK ................................................................................................................. 21 MOODLE ............................................................................................................................ 22
ARCLG233: Applied Heritage Management Page 1
1 OVERVIEW
1.1 Short description
This module aims to examine the practice of heritage management and is designed to be an
extension to the MA in Managing Archaeological Sites core module. It gives students an
opportunity to learn professional heritage management skills, written and practical, in a
supportive and team-based environment.
For much of the term students will work in small teams on project work, which culminates in
a presentation at the end of term. The assessed work is project to develop elements of a
functional and sustainable management plan for a heritage site in London.
This year the project focuses on the House Mill (The House Mill, Three Mill Lane, Bromley-
by-Bow, London E3 3DU - http://www.housemill.org.uk/). A brief background to the site is
included in Section 0 of this handbook.
The module includes a preliminary site visit, classroom workshop sessions and three days of
practical site work during Reading Week. The lecture sessions, the field visit and the Reading
Week practical are specifically geared towards informing the team projects, and it will be
necessary to attend all of these in order to get the most from, and be able to contribute to, this
exciting task. The Reading Week practical is compulsory.
By the end of the module, students should be able to understand and apply a planning process,
based on the recognition of a site's values and of its stakeholders. Students will master a
technical vocabulary to communicate with site management specialists.
In the Summer Term, having received feedback on the projects, students will have the
opportunity of refining their work with support from Institute of Archaeology and House Mill
staff, and putting it to use during the opening of the site for the national Festival of
Archaeology in July, and for London Open House in September. This stage is optional and is
not assessed, but provides students with an opportunity to gain hands-on experience in
working with the public, and provides them with a tangible high quality result to show to
potential employers.
If students have queries about the organisation, objectives, structure, content or assessment of
the module, please contact Tim Williams ([email protected]).
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1.2 Timetable: Week-by-week summary
SPRING TERM 2019
Sessions: Mondays 12.00-2.00pm in Room B13 (Institute of Archaeology).
Students should check their emails and the module Moodle site regularly, as any changes to
arrangements and other messages will be sent out by these means.
DATE TOPIC LECTURER
07/01/19 Session 1 (lecture): Introduction to a) The aims and
structure of the module; b) House Mill; c) Project
group working
Tim Williams
14/01/19 Session 2 Site visit: House Mill (11.00am-3.00pm) Tim Williams, Gai
Jorayev, Dean
Sully and House
Mill staff
21/01/19 Session 3 (workshop): a) assigning project groups and
scoping the work; b) interpretation planning
Tim Williams, Gai
Jorayev, & Dean
Sully
28/01/19 Session 4 (lecture & workshop): Condition
assessment and documentation
Dean Sully & Gai
Jorayev
04/02/19 Session 5 (workshop): Planning the fieldwork and
archiving
Tim Williams,
Dean Sully & Gai
Jorayev
Practical fieldwork: 3 days (compulsory)
12/02/19 Fieldwork all day
13/02/19 Fieldwork all day
14/02/19 Fieldwork (most of the day) & progress meeting (late
afternoon)
18/02/19 -
11/03/19
Room B13 is booked for 12.00-2.00pm for each
Monday. Please use this for team meetings/discussions
18/03/19
Venue
House Mill
Session 6: Presentation of working groups -
conclusion & review (4.00pm onwards)
Invited audience
including: Tim
Williams, Gai
Jorayev, Dean
Sully & House Mill
staff
1.3 Basic introductory texts
General archaeological heritage management reading is covered in the ARCL0108 module
handbook.
1.3.1 General context & mills
Blatherwick, S. & Bluer, R. 2009. Great houses, moats and mills on the south bank of the
Thames: medieval and Tudor Southwark and Rotherhithe. London: Museum of London
Archaeology. INST ARCH DAA 416 Qto BLA
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English Heritage 2011. Introductions to Heritage Assets: Mills. London: English Heritage.
Available at: https://content.historicengland.org.uk/images-books/publications/iha-
mills/mills.pdf/
Goodburn, D. & Davis, S. 2010. Two new Thames tide mills of the 690s and 1190s and a
brief update on archaeological evidence for changing medieval tidal levels. In James
Galloway (ed.) Tides and floods: New Research on London and the tidal Thames from the
middle ages to the twentieth century. Centre for Metropolitan History, Working Papers
Studies Series no. 4, pp. 1–13
Holt, R. 1988. The Mills of Medieval England. New York: Blackwell.
Watts, M. A. 2002. The archaeology of mills and milling. Stroud: Tempus. INST ARCH HC
WAT
1.3.2 The House Mill: related websites
The House Mill http://www.housemill.org.uk/
Chris Partridge in the Guardian (November 2, 2003)
https://www.theguardian.com/money/2003/nov/02/property.homebuying
Image & Word blog site https://imageandword.wordpress.com/tag/bow/
Nicholson’s gin story https://nicholsongin.com/our-story/
National Archives search http://discovery.nationalarchives.gov.uk/details/c/F188258
Hackney Archive records http://discovery.nationalarchives.gov.uk/details/r/3b723ebf-3a7e-
42a5-aaae-49742a91835f
Thames discovery http://www.thamesdiscovery.org/frog-blog/tidal-mills-on-the-thames
More generally on mills
Mills research Group http://www.millsresearch.org.uk/
Mills Archive https://millsarchive.org/
Building history http://www.buildinghistory.org/buildings/mills.shtml
Local interest
Museum for Newham Facebook group
https://www.facebook.com/MuseumforNewhamGroup/
Newham Archives https://www.newham.gov.uk/Pages/Services/Local-history-and-
archives.aspx
1.3.3 Project management
Cabinet Office (2011) Managing successful programmes (MSP) 4th ed. London: Stationery
Office. Bartlett Library ARCHITECTURE BA 2 GRE
Dinsmore, P.C. & Cabanis-Brewin, J. 2014. Agile Project Management. AMACOM,
Publishing Division of the American Management Association. Online via UCL library
ARCLG233: Applied Heritage Management Page 4
Lientz, B.P. & Rea, K.P. 2002. Project management for the 21st century. 3rd ed. ed. London:
Academic Press. SCIENCE MANAGEMENT HD 69.P75 LIE
Vilanova, R., Kloppenborg, T.J. & Wells, K.N. (eds.) 2017. Project Management for
Archaeology. New York: Business Expert Press.
West, M.A. & Markiewicz, L. 2004. Building team-based working: a practical guide to
organizational transformation. Malden, MA: Blackwell. Online via UCL library
1.3.4 Report writing
Sides, C.H. (1999) How to write and present technical information. 3rd edition. Phoenix,
Arizona, Oryx Press. INST ARCH AF SID
Practical “how to” advice, about areas such as defining your audience, getting
organized, interviewing, use of graphics, organising a paper; how to write memos,
specifications, proposals; editing and revising; writing for PR and marketing.
Wolcott, H. (2009) Writing up qualitative research. 3rd edition. London, Sage Publications.
INST ARCH AF WOL
Quite discursive: aimed more at those doing academic research and
articles/dissertations, but advice about outlining method and purpose, sorting and
organizing data, keeping track of references, developing a style sheet, reviewing and
editing, all apply to writing any major report.
1.3.5 Consultation with stakeholders and social research
Although consultation is a core tenet of heritage management, its practice is far from
straightforward. Every situation must be judged individually, and there are many techniques
available, to be used either singly or in combination.
Bryman, A. 2012. Social Research Methods. Oxford: Oxford University Press. SSEES
Misc.XIX BRY
Very useful review of social research methods, including surveys, interviews,
questionnaires, etc. – and methods of presenting data.
Centre for Disease Control 2006. Gaining consensus among stakeholders through the
Nominal Group Technique. Evaluation Briefs 7, November 2006. USA: Centre for Disease
Control. http://www.cdc.gov/healthyyouth/evaluation/pdf/brief7.pdf
ELLA 2011. Community participation in international financial institutionfunded
development projects: Latin America’s experience. Mexico: Fundar, Centro de Analisis e
Investigación AC. http://www.fundar.org.mx/mexico/pdf/brief_communityparticipationinifi-
fundeddevelopmentprojects.pdf
Gardner, P. and Edwards, R. 2006. Making Consultation Matter. A survey of voluntary sector
experience of Local Authority consultation on land-use planning. Heritage Link Land-Use
Planning Group Working Party, July 2006.
http://www.theheritagealliance.org.uk/docs/MCM_full.pdf
Hartz-Karp, J. nd. A Case Study in Deliberative Democracy: Dialogue with the City. Active
Democracy. http://www.activedemocracy.net/articles/jhk-dialogue-city.pdf
ARCLG233: Applied Heritage Management Page 5
Johnson, J.S, Heald, S., McHugh, K.M., Brown, E. & Kaminitz, M. 2005. Practical aspects
of consultation with communities. Journal of the American Institute for Conservation 44:
203-215
Local Government Improvement and Development 2010. Not another consultation! Making
community engagement informal and fun. http://www.involve.org.uk/wp-
content/uploads/2011/09/Not-Another-Consultation.pdf
Silverman, D. 2001. Interpreting qualitative data. 2nd edition. London, Sage Publications.
INST ARCH AF SIL
Websites: consultation
South West (UK) Federation of Museums and Galleries website: Consultation Techniques.
http://www.swfed.org.uk/resources/usersvisitors/audience-development/consultation-
techniques
New Zealand Planning Institute RMA Quality Planning Resource website: Consultation for
plan development. http://www.qualityplanning.org.nz/index.php/plan-development-
components/consultation
1.4 Methods of assessment
The module is assessed by means of two pieces of coursework totalling c 4,000 words. It is
likely that the first piece of work will be heavily illustrated. The first piece comprises 75% of
the mark, the second 25%.
The topics and deadlines for each assessment are specified below (section 2.5). If students are
unclear about the nature of an assignment, they should contact the Module Co-ordinator. The
Module Co-ordinator will be willing to discuss an outline of their approach to the assessment,
provided this is planned suitably in advance of the submission date.
The module comprises 15 credits towards your total degree.
1.5 Teaching methods
The module incorporates a mixture of lectures, workshops and practical work, in order to give
students greater familiarity with the material, methods and techniques covered in this module
and in the Managing Archaeological Sites core module. This is based around team-working
and students must be willing to contribute actively. It is taught both through sessions held in
the Institute of Archaeology, and practical work in the field.
Sessions 1-5: Mondays 12.00-2.00pm in Room B13 (Institute of Archaeology)
The first half of term (Sessions 1-5) is designed to provide students with the skills to
undertake the project work, which starts in Reading Week. During the first half of term,
students will undertake background reading for projects, and will start to formulate plans for
their projects. The sessions will cover:
1) Background to the projects, including the work of previous students & an
introduction to the site and landscape
2) Writing professionally for the public/creating interpretation material
3) Designing documentation to record site condition
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One site visit is scheduled in session 2. Please make sure that you come on this site visit, as it
is fundamental to getting started on group project work.
A three day on-site practical will take place during Reading Week (12-14 February).
In the second half of term, students will concentrate on their group working on the projects.
The room B13 will be available 12.00-2.00pm for project team meetings. The module
coordinator will be available to discuss issues that may arise.
Session 6, at the end of term, will enable the working groups to present their final results (as
PowerPoint presentations). This will be followed by submission of written project dossiers.
Except in the case of illness, the 70% minimum attendance requirement applies to lectures,
workshops and fieldwork on the module.
1.6 Workload
There will be 12 hours of lectures, workshops, field visits and presentation of the results of
the working groups. Students will spend 24 hours on the Reading Week practical work.
Students will be expected to undertake approximately 24 hours of general reading.
A total of approximately 90 hours will be spent on assessed work: individual and team
working to research, prepare and produce the project work.
This constitutes the required 150 hours for the module.
Except in the case of illness, the 70% minimum attendance requirement applies to lectures,
workshops and fieldwork on the module.
1.7 Prerequisites
Students taking this module must also be taking Managing Archaeological Sites, as this
provides relevant background material which will be built upon in this module.
2 AIMS, OBJECTIVES AND ASSESSMENT
2.1 Background
This module aims to examine the practice of heritage site management, including methods for
the management and conservation of a site's significance. It gives students an opportunity to
learn professional heritage management skills, written and practical, in a supportive and team-
based environment.
The syllabus is based upon a practical model of site management. The module will start by
introducing the practical project and the House Mill. It will then examine practical issues,
using the values and significance of the site, coupled with key stakeholders, to explore
conservation and interpretation issues at the site.
2.2 Aims
To provide an understanding of the processes of implementing value-based management
for the conservation and interpretation of a heritage site, apply the theories and methods
presented in the Managing Archaeological Sites core module
To encourage innovative approaches
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To develop team-working skills applicable to the working world
2.3 Objectives
On successful completion of this module a student should:
Be able to facilitate debate on the theory and methodology of value-based management
planning processes
Understand the tools and techniques for documenting condition, and producing and
implementing site-based interpretation
Critically assess ways in which heritage management theory and practice interact
Understand how their learning can be applied in the working world
Be able to discuss their practical work with future employers
2.4 Learning outcomes
On successful completion of the module students should be able to demonstrate:
Observation and critical reflection
Application of acquired knowledge
Written and oral presentation skills
2.5 Coursework: Assessment tasks
Like most academic writing, your work should present an argument supported by analysis.
Typically, your analysis will include a critical evaluation (not simply description) of concepts
in some subset of heritage management theoretical literature. Remember, you must draw upon
readings from multiple class sessions, examine some of the primary literature in addition to
secondary literature, and use references to support your assertions. The module co-ordinator
will be willing to discuss an outline of your approach to the assessment, provided this is
planned suitably in advance of the submission date.
Details of these assignments are given below and will be discussed during the module. If
students are unclear about the nature of an assignment, they should discuss this with the
Module Coordinator.
Students are not permitted to re-write and re-submit essays in order to try to improve their
marks.
Please note that in order to be deemed to have completed and passed, it is necessary to submit
all assessments.
2.5.1 Assignment One: Submission deadline - 18 March, 2019
GROUP PROJECT WORKING REPORT
Students will be divided into Working Groups (during Session 3). An overall mark will be
allocated to the project report produced by each group – all the members of the Group will
receive this mark (see section 4 below).
The outcome of the project team-working will comprise a PowerPoint presentation (not
marked) at Session 6, supported by a detailed written project report – a ‘client report’ (which
will be marked). The report length will reflect the number of people in the Group: this should
be approximately 3,000 words per person in the team - thus a three-person team should
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produce a report of c. 9,000 words. It is vital that the ‘client report’ is supported by the full
digital archive of the project work (a word version of the ‘client report’, plus images,
drawings, survey forms, etc, accompanied by appropriate metadata – details of which will be
discussed in Session 5).
As there is a shared mark for this piece of work it is crucial that everyone in each Working
Group takes part, and contributes to the final result. The quality of the final result will depend
on the ability of the Group to organise and motivate itself, and this is part of the challenge:
this is not only an academic task, but also requires the important working skills: time
management, negotiation, mutual understanding, and compromise where needed.
2.5.2 Assignment Two: Submission deadline - 23 April, 2019
A short (c 1,000 word) critical reflection on the project. This should discuss the strengths and
weaknesses of the approaches adopted; the application of theory within the project; and an
overall analysis of the team-working approaches. This paper should make reference to wider
literature and may reflect upon the comments raised at the Session 6 presentation.
2.5.3 Word-counts
The following should not be included in the word-count: title page, contents pages, lists of
figure and tables, abstract, preface, acknowledgements, bibliography, lists of references,
captions, contents of tables and figures, and appendices.
Assessment Word count Range
1) Group project 3,000 2,850-3,150
2) Critical reflection on project 1,000 950-1,050
Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty
for using fewer words than the lower figure in the range: the lower figure is simply for your
guidance to indicate the sort of length that is expected.
In the 2018-19 session penalties for over-length work will be as follows:
For work that exceeds the specified maximum length by less than 10% the mark will be
reduced by five percentage marks, but the penalised mark will not be reduced below the
pass mark, assuming the work merited a Pass.
For work that exceeds the specified maximum length by 10% or more the mark will be
reduced by ten percentage marks, but the penalised mark will not be reduced below the
pass mark, assuming the work merited a Pass.
2.5.4 Coursework submission procedures
All coursework must be submitted both as hard copy and electronically. The only
exceptions are bulky portfolios which are normally submitted as hard copy only.
You should staple the appropriate colour-coded IoA coversheet (available in the IoA
library and outside room 411a) to the front of each piece of work and submit it to the red
box at the Reception Desk.
All coursework should be uploaded to Turnitin by midnight on the day of the deadline.
This will date-stamp your work. It is essential to upload all parts of your work as this is
sometimes the version that will be marked. Instructions are given below.
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Note: Turnitin uses the term ‘class’ for what we call a ‘module’.
Turnitin Class ID: 3885593
Turnitin Password: IoA1819
1. Ensure that your essay or other item of coursework has been saved as a Word doc.,
docx. or PDF document, and that you have the Class ID for the module (available
from the front cover of the module handbook) and enrolment password (this is
IoA1819 for all modules this session - note that this is capital letter I, lower case letter
o, upper case A, followed by the current academic year).
2. Click on http://www.turnitinuk.com/en_gb/login
3. Click on ‘Create account’
4. Select your category as ‘Student’
5. Create an account using your UCL email address. Note that you will be asked to
specify a new password for your account - do not use your UCL password or the
enrolment password, but invent one of your own (Turnitin will permanently associate
this with your account, so you will not have to change it every 6 months, unlike your
UCL password). In addition, you will be asked for a “Class ID” and a “Class
enrolment password” (see point 1 above).
6. Once you have created an account you can just log in at
http://www.turnitinuk.com/en_gb/login and enrol for your other classes without
going through the new user process again. Simply click on ‘Enrol in a class’. Make
sure you have all the relevant “class IDs” at hand.
7. Click on the module to which you wish to submit your work.
8. Click on the correct assignment (e.g. Essay 1).
9. Double-check that you are in the correct module and assignment and then click
‘Submit’.
10. Attach document as a “Single file upload”.
11. Enter your name (the examiner will not be able to see this).
12. Fill in the “Submission title” field with the right details: It is essential that the first
word in the title is your examination candidate number (e.g. YGBR8 In what sense
can culture be said to evolve?).
13. Click “Upload”. When the upload is finished, you will be able to see a text-only
version of your submission.
14. Click on “Submit”.
If you have problems, please email the IoA Turnitin Advisers on [email protected],
explaining the nature of the problem and the exact module and assignment involved.
One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday during
term. Please be sure to email the Turnitin Advisers if technical problems prevent you from
uploading work in time to meet a submission deadline - even if you do not obtain an
immediate response from one of the Advisers they will be able to notify the relevant Module
Coordinator that you had attempted to submit the work before the deadline.
2.5.5 Formatting
Essays and other assessed work must be word-processed (unless otherwise specified) and
should be printed on both sides of the paper, using 1.5-line spacing. Bibliographies may be in
single line spacing. Adequate margins should be left for written comments by the examiner.
Students are encouraged to use diagrams and/or tables where appropriate. These should be
clearly referred to at the appropriate point in the text, and if derived from another source, this
must be clearly acknowledged.
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3 BACKGROUND TO HOUSE MILL
Located just south of the Olympic Park, on the River Lea in the East End of London, is one of
London’s oldest extant industrial centres. House Mill, on Three Mills Island, is a Grade I
listed building, comprising a 5-storey, timber-framed, brick-clad timber tidal mill, with four
waterwheels.
3.1 History1
The House Mill lies on an artificial island. The Domesday Book recorded one of Britain’s
earliest known mills here in 1086. A corn and flour processing complex of three mills is
known to have stood on the site since the 13th century, hence the name of the area, since the
medieval period, as Three Mills.
The foundations of the current House Mill date back to 1380-1420. The site was powered by
the tidal flow of the River Lea, a tributary of the Thames. The mills provided flour for the
local bakers of Stratford-atte-Bow who sold their bread in the City of London. A rare
exception is recorded in 1588, the year of the Spanish Armada, when a gunpowder mill
contributed to England’s war effort against Spain.
High tide water was essentially trapped behind a sluice and then released at a controlled rate
to drive the mill wheel. In medieval times historians estimated the mills here probably
operated for 3-4 hours per tide. By the early 20th Century, advances in engineering allowed
the mills to work for up to 8 hours per tide. Grain, delivered by barge or cart, was ground
here for various uses.
With the advent of the Gin Craze in the 18th century2, several entrepreneurs came together to
put the mills to a different use – as part of the Three Mills Distillery. With supply contracts to
the Royal Navy, the company grew in success and had its own carpenters, coopers and even
operated a large farm of pigs, fed on waste products.
In 1776 the House Mill was built on the site of an earlier mill and between two houses, hence
its name. It is the largest surviving tidal mill in the world. It was partially rebuilt after a fire in
1802. In its heyday, its seven waterwheels would grind over 125 tons of maize and barley per
week.
By 1800 the site included two mills, a windmill, distilling house, malt house, stable,
cooperage and granary. The iconic Clock Mill, opposite, was rebuilt in 1817. The windmill
survived until about 1840.
In the early 19th century the distillery was owned by the Tory MP Philip Metcalfe, before its
acquisition by J&W Nicholson & Co in 18723. Nicholson’s produced the once popular
1 Interesting piece in Guardian by Chris Partridge (November 2, 2003)
https://www.theguardian.com/money/2003/nov/02/property.homebuying
2 Listen to the Radio 4 In Our Time podcast on the Gin Craze – available on the Moddle site.
3 The Nicholson family's connection to Three Mills is first mentioned in 1773 through William
Bowman and the Mill became a regular source of spirit for J&W Nicholson during the nineteenth
century before they purchased the site from the Mure family in 1872.
ARCLG233: Applied Heritage Management Page 11
Lamplighter Gin4 and established a network of freehouses, many of which continue today.
The House Mill ceased milling in 1941 after the area was bombed during the Second World
War, but the Clock Mill continued to operate until 1952.
3.2 Milling process
(Brief description from https://imageandword.wordpress.com/tag/bow/)
First, sacks of grain were hoisted by ropes and pulleys through one-way trapdoors from the
lowest floor to the uppermost floors of the mill, where they were stored until needed.
The sacks of grain were then tipped into hoppers in the floor, which led directly through to
the floors below and allowed the grain to be gravity-fed straight down into the grinding
stones.
House Mill had multiple pairs of grinding stones, so the noise and the dust and the rattling
vibrations when the mill was in full production must have been overwhelming.
The ground flour then dropped straight through into sacks on the next floor down, graded by
fineness, which could be altered by changing the gap between the mill-stones by turning the
metal ‘spiders’ on the wall above the sacks: The closer together the stones, the finer the
resulting flour.
3.3 Recent history
The House Mill faced demolition in the 1970s as then site owners, Hedges & Butler, sought
permission to turn the land into a car park. The House Mill was saved by the intervention of
the Passmore Edwards Museum Trust, which took ownership of the building. Renamed the
River Lea Tidal Mill Trust in the 1980s and they are now called the House Mill Trust. The
Trust currently has 9 Trustees.
The Trust are fighting to restore House Mill to its former glory: reinstate the heritage
machinery to working order, develop the education, arts and culture offer and generate
hydroelectricity at the site. The Trust has received generous support from several
organisations, including English Heritage, for the partial restoration of the House Mill. They
have plans for the restoration project and will be seeking Heritage Lottery Fund and private
sector support.
The neighbouring Miller’s House, badly damaged during the Blitz and demolished in the late
1950’s, was reconstructed in the 1990s with funding from the European Union. The façade
was rebuilt to the original 1763 design using many of the original bricks and other materials
recovered from the bombed site. The Miller’s House provides a visitor, information, and
education centre, with meeting rooms for hire and a small cafe. In 1996 it won a Civic Trust
Commendation for outstanding architecture. The garden was laid out to design suggestions by
pupils of Sarah Bonnell School, and includes a herb garden.
https://www.wikiwand.com/en/J%26W_Nicholson_%26_Co Also important are the Hackney Archive
records http://discovery.nationalarchives.gov.uk/details/r/3b723ebf-3a7e-42a5-aaae-49742a91835f
4 Mill “supplied the grain alcohol to be rectified at St John Street as well as where they produced the
Nicholson Lamplighter gin brand. Along with the other great gin families, the brothers John and
William would be instrumental in the development of the new London Dry Gin style in the 1830s with
the introduction of the Coffey still” https://www.wikiwand.com/en/J%26W_Nicholson_%26_Co
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4 PROJECT WORK
4.1 Introduction
The task this year will be to work at House Mill, a Grade 1 listed building in East London.
Students will have the opportunity, after visiting the site in Session 2, to discuss possible
projects with the module coordinator and other project staff. Some of the Mill’s priorities are
explained below.
The teams will be carrying out work that is designed to be directly and substantially useful to
the site and its management. The House Mill Trust is entirely composed of volunteers. Our
work will develop over a five-year period - so this is the first step in a longer collaboration,
helping them to build towards their goals.
It is likely that two or three Working Groups will be formed, in order to carry out the project
work. Projects will be discussed in Session 1, and working groups will be agreed in Session 3,
after you have visited the site (Session 2) and meet the House Mill staff.
4.2 Working Groups
Key stakeholders from the House Mill Trust and volunteer guides will be present at pre-
arranged times, to discuss content and ideas with both groups.
It is likely that working groups will broadly encompass some, or all, of these areas:
4.2.1 Working Group: condition assessment & documentation
Implementing and critiquing a condition assessment and documentation strategy, based on the
pilot study conducted in 2018. This group will spend three days on site, collecting field data,
documenting condition, analysing issues, etc.
a) Implementing a condition assessment and documentation strategy based on the pilot study
conducted last year: to understand resources, scale and estimates (area/issues to be agreed
in the field). It should include:
i) methodology and instructions for future use (repeatability)
ii) a survey designed to fit into the available time/people
iii) reporting on survey and analysis of results
iv) consideration of wider issues, with a focus on repair needs, maintenance planning,
monitoring and longer-term conservation actions)
v) archiving of the records
b) Surveys will utilise:
i) Existing plans, survey/architectural drawings
ii) Historic photographs (to explore change over time)
iii) Scanning/photography - including structure from motion
iv) UAV work on wider landscape & modelling
4.2.2 Working Group: interpretation
Building on the work of the 2018 team, this group can develop a variety of different elements,
to be agreed. This group will want to spend some time on site, considering practical issues -
perhaps the location and content of panels, interviewing guides, considering viewpoints,
visitor flow issues, depending on the themes selected - but will also spend time researching
material, discussing content with stakeholders, reviewing material, etc.
ARCLG233: Applied Heritage Management Page 13
a) Archival research (including liaison with other teams)
b) Further developing the site interpretation strategy; considering stories/narratives; themes;
people/individuals, etc.
c) Consider a template for written and graphic interpretation
d) Review the content pack for guides developed in 2018. This should include the thinking
behind the design of the storyboard narrative of the tours. Consider:
i) Design and produce visual aids for guides, such as dedicated plans from specific
viewpoints, historic images, etc.
ii) The knowledge and experience of the existing guides
iii) Visitor flows and dwell time
e) Develop posters/exhibition material, understanding that access is only during guided
visits. These need to take into account:
i) dwell time (limited by guided tours), and how the material will be used.
ii) location of posters (the potential of the café/shop area)
iii) cost of design/printing/laminating
iv) format.
f) Undertake audience research
g) Explore website/social media opportunities, as well as innovative approaches such as
projected images, lighting, etc.
h) Budgets for printing to be discussed.
The Trust already offers classes at KS1, 2 and 3 delivered in partnership with the Thames
Explorer Trust (http://thames-explorer.org.uk/) and Urban Geography East London
(http://www.urbangeogeastlondon.org/). These include:
Investigating The River Lea – KS2
Exploring the river (Early Years half day session)
A sustainable Olympics – KS3
In the long term there are plans for increasing schools’ programmes.
4.2.3 Working Group(s) in other areas/activities, such as Marketing, Social media,
Local communities, etc.
There are numerous areas that the Trust would like to develop in the coming years, as part of
the development of a sustainable and resilient plan for the development of House Mill,
reflecting their bigger goals for the area.
Developing a volunteer strategy, for recruiting and developing volunteers
Studying the degree of change in the local area, with massive demographic and social
changes taking place, and the implications of these for the House Mill.
Business planning and sustainability, taking into account the above but also
noise/disruption, access, etc. resulting from current developments
Cultural resource mapping, audience evaluations, etc.
Archive and collections documentation: Archive management system; cataloguing
the archives and documenting the material collections (for example, over 3,000
patterns which have been selectively photographed and described). Consideration of
appropriate databases/approaches.
Educational activities
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5 DETAILED SYLLABUS
The following is an outline for the module as a whole, and identifies essential and
supplementary readings relevant to each session. Information is provided as to where in the
UCL library system individual readings are available (Institute of Archaeology library unless
otherwise stated); their location and Teaching Collection (TC) number, and status (whether
out on loan) can also be accessed on the eUCLid computer catalogue system. Copies of
individual articles and chapters identified as essential reading are in the Teaching Collection
in the Institute Library (where permitted by copyright).
Supplementary reading is intended as wider guidance on the topic, if you become interested in
it, use it for essays or dissertations, or after you leave the Institute. You are not expected to
read all of this, but personal initiative is expected to supplement the essential reading. Where
seminar topics follow on from the preceding week’s lecture additional reading suggestions do
not appear. Where they explore a different issue, additional suggested reading may be listed.
Session 1: Introduction (Tim & Gai)
The session will introduce:
a) The aims and structure of the module
General introduction the aims and structure of the module.
b) House Mill (background)
General background to the property and its context.
c) Introduction to project group working
Introduction to group working and the possible specific project teams. After the Session 2
field visit, the group projects will be discussed in more detail in Session 3. Students
should come to that session prepared to discuss the areas they would like to work in and
the roles they would like to take within their groups.
Session 2: Fieldtrip to House Mill
Details to be discussed in Session 1.
Session 3a: Assigning project groups and scoping the work
Discussion of student preferences for project activities, with the module coordinators. The
session will allocate working groups and discuss the way forward.
Session 3b: Interpretation planning
This workshop is for all students, not only those working on interpretation. All students can
contribute ideas to the discussion.
ARCLG233: Applied Heritage Management Page 15
Visitor studies have revolutionised the interpretation of heritage sites. This interactive session
explains the different ways in which visitors learn from and respond to exhibitions and
displays. We will also discuss how heritage professionals might effectively harness this
information to further public understanding of and engagement with the past. Using real
examples, it will demonstrate how to write text that the public can understand whilst retaining
academic credibility.
Students should look at other guides, panels, written/graphic materials, etc. that they feel
represent good examples of approaches, and bring these along to the session.
Students in the interpretation team will, between this workshop and Session 5, prepare an
interpretation working plan, define the methods they will use, and the categories of
information that they think need to be recorded. They should also consider any materials and
equipment needed.
Recommended reading
See Session 21 in the MAS module: Interpretation strategies at open-air archaeological sites
Coxall, H. 1999. Museum text as mediated message. In Hooper-Greenhill, E. (ed.) The
Educational Role of the Museum, Second Edition. London: Routledge, 215-222. INST
ARCH MF 4 HOO
Grey, A., Gardom, T. and Booth, C. 2006. Saying it differently: a handbook for museums
refreshing their displays. Museums, Libraries and Archives Council. Available at
http://www.museumoflondon.org.uk/files/5513/7468/3727/Saying-It-Differently.pdf
Hein, G. 1998. Learning in the Museum. Routledge. INST ARCH MF 4 HEI
Hooper-Greenhill, E. 1994. Museums and their visitors. Routledge. INST ARCH MF 7 HOO
Hooper-Greenhill, E. 1999a. Education, communication and interpretation: towards a critical
pedagogy in museums. In Hooper-Greenhill, E. (ed.) The Educational Role of the Museum,
Second Edition. London: Routledge, 3-27. INST ARCH MF 4 HOO
ICOMOS 2008. Ename Charter for the interpretation of cultural heritage sites. Available at
http://www.enamecharter.org/ and on Moodle.
Kentley, E. and Negus, D. 1989. Writing on the wall: a guide for presenting exhibition text.
National Maritime Museum. INST ARCH MF 2 KEN
Lang, C. 2006. The public access debate. In Lang, C., Reeve, J. and Woollard, V. (eds.) The
Responsive Museum: Working with Audiences in the Twenty-first Century. Aldershot and
Burlington: Ashgate, 29-38. INST ARCH MF 4 LAN
McManamon, F. P. 2000. Archaeological messages and messengers. Public Archaeology, 1,
5-20. PERS
Mills, N. (ed.) 2013. Presenting the Romans: Interpreting the Frontiers of the Roman Empire
World Heritage Site. Woodbridge: Boydell Press . DAA 410 R.4 MIL
Serrell, B. 1996. Exhibit labels: an interpretive approach. Walnut Creek, Calif.: Alta Mira
Altamira Press. INST ARCH ME 3 SER
Various, 2007. In Museum Practice online magazine. Museums Association
http://www.museumsassociation.org/museum-practice/text-and-labels
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Association for Heritage Interpretation:
Numerous articles available to download from: http://www.heritageinterpretation.org.uk
Session 4 (lecture & workshop) Condition assessment and documentation (Dean
& Gai)
This workshop is for all students, not only those working on the Condition Survey, and all
students can contribute ideas to the discussion.
Note: In preparation for this session, please review the PowerPoint on Moodle of the lecture
given by Dean to the Managing Arch. Sites class – Session 11 Condition reports - assessing
the state of conservation
The session will discuss methods for the assessment of condition at the site, and a targeted
programme of documentation.
Students in the Condition assessment/documentation team will, between this workshop
and Session 5, prepare a documentation plan, define the methods they will use, and the
categories of information that they think need to be recorded. They should also consider any
materials and equipment needed.
Recommended reading
See Session 11 on Condition reporting in the MAS handbook
Specifically:
Burnett, J. and Morrison, I. (1994) Defining and recording the resource: documentation. In
Harrison, R. (ed.) Manual of Heritage Management. Oxford: Butterworth-Heinemann, 117-
126. INST ARCH MC HAR
The Getty Conservation Institute and the Israel Antiquities Authority 2003. Illustrated
Glossary: Mosaics In Situ Project. Available at:
http://www.getty.edu/conservation/publications_resources/pdf_publications/mosaicglossary.p
df
GraDoc 1999. Graphic Documentation Systems in Mural Painting Conservation Research
Seminar Rome 16-20 November 1999. ICCROM. INST ARCH KN 1 Qto SCH
Matero, F.G. 2003. Managing Change: The role of documentation and condition survey at
Mesa Verde National Park. Journal of the American Institute of Conservation 42: 39-58 Page
46
Further reading:
Fidler, J. 1980. Non-destructive surveying techniques for the analysis of historic buildings.
Transactions of the Association for studies in the conservation of historic buildings 5, 3-10
PERS
Fitzner, B., Heinrichs, K.and Volker, M. 1997. Monument mapping - a contribution to
monument preservation. In F. Zezza (ed.) Origin, mechanisms and effects of salts on
degradation of monuments in marine and continental environments. European Commission
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Research Workshop Proceedings, Bari, March 25-7, 1996. Bari: European Commission, 347-
45 INST ARCH KP1 Qto ORI
Geva, A. 1996. A multimedia system for organizing architectural documentation of historic
buildings. APT bulletin. The journal of preservation technology 27(2), 18-23 PERS
ICOMOS 1990. Guide to recording historic buildings. London: Butterworths INST ARCH
KO Qto ICO
Silman, R. 1996. Applications of non-destructive evaluation techniques in historic buildings.
APT Bulletin. The journal of preservation technology 27(2), 69-73 PERS
Swallow, P., Watt, D. and Ashton, R. 1993. Measurement and recording of historic building.
London: Donhead INST ARCH LC SWA
Recommended reading: salts & stone conservation
Fidler, J. 2002 Stone: stone building materials, construction and associated components:
their decay and treatment. English Heritage research transactions. London: James and James.
INST ARCH KP 1 Qto FID
Fitzner, B., Heinrichs, K.and Volker, M. 1997. Monument mapping - a contribution to
monument preservation. In F. Zezza (ed.) Origin, mechanisms and effects of salts on
degradation of monuments in marine and continental environments. European Commission
Research Workshop Proceedings, Bari, March 25-7, 1996. Bari: European Commission, 347-
45. INST ARCH KP1 Qto ORI
Paterakis, A. 1987 The deterioration of ceramics by soluble salts and methods for monitoring
their removal. In Black, J. (ed) Recent advances in the conservation and analysis of artifact. s
Jubilee Conservation Conference papers. London: Summer Schools Press [for] University of
London Institute of Archaeology, 67-72 INST ARCH LA Qto BLA
Price, C. 2002 An expert chemical model for determining the environmental conditions
needed to prevent salt damage in historic porous materials. In Brandt, A. Research for
protection, conservation and enhancement of cultural heritage: opportunities for European
enterprises, Conférence de la commission européenne. Luxembourg: European Commission,
156-159. INST ARCH LA Qto BRA
Further reading: salts
Ginell, W.S. 1994. The nature of changes caused by physical factors. In W.E. Krumbein,
W.E., Brimblecombe, P., Cosgrove, D.E, and Staniforth, S. (eds.) Durability and change: The
science, responsibility, and cost of sustaining cultural heritage. Chichester, New York: John
Wiley and Sons, 81-94. INST ARCH L KRU
Steiger, M. 2003 Salts and crusts. In Brimblecombe, P. (ed) The effects of air pollution on the
built environment. London: Imperial College Press, 133-181. INST ARCH KP 1 BRI
Teutonico, Jeanne Marie. 1988. A Laboratory Manual for Architectural Conservators. Rome:
ICCROM. INST ARCH LA TEU
A compendium of practical laboratory analyses, with emphasis on masonry materials
(stone, brick, adobe, mortar) including: water absorption, porosity, identification of
soluble/insoluble salts, particle size analysis, plastic/liquid limit of soils, and analysis
of lime mortar.
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Torraca, G. 1988 Porous building materials: materials science for architectural conservation.
3rd Edition. Rome: ICCROM. INST ARCH KP 1 TOR
Session 5 (Workshop): Planning the fieldwork
This will be a practical planning session.
1) The working groups will present (using PowerPoint) their initial ideas as to how they
are going to approach their study, the roles that team members will be taking, points
of contact, etc. Followed by discussion of approaches and links. c. 30 mins per group.
2) We will discuss practical needs for the following week’s fieldwork.
3) There will be a presentation on report writing, archiving and metadata (by Tim &
Gai). This will cover issues you will need to consider in preparing a report and
archive of your project (see Assignment 1) and Session 6.
Fieldwork (Reading Week)
Site work at the House Mill. Three full days have been set aside for this.
This will comprise:
10.00am on 12/02/2017 General meeting on-site. Introduction to health & safety, risk
assessment and working practices. All groups to attend.
Thereafter each working group will have their own work programmes for the 3 days, defined
by themselves.
There is a dedicated classroom work space at House Mill for our use – which will be warm
with tea and coffee making facilities. We will also provide lunch every day.
Late afternoon 14 February – all groups will meet at House Mill for an informal discussion
of progress and issues.
Second half of the term
Room B13 is booked for 12.00-2.00pm for each Monday. Please use this for team
meetings/discussions if that is useful.
Tim, Gai and Dean can be available: please contact in advance if you want to discuss any
issues that may arise.
Session 6: Presentations & review
Presentation and discussion of results: class led presentations to an invited audience.
Each working group will deliver a formal 30-minute presentation of the results of their project
work.
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Each presentation will be followed by questions and a panel discussion for c. 15-30 mins.
This session should be treated as a formal presentation to a client, so please be professional:
divide the work evenly between the members of the group, and make sure that timing does
not overrun.
This session will be followed by a reception.
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6 ADDITIONAL INFORMATION
6.1 Libraries and other resources
In addition to the Library of the Institute of Archaeology, other libraries within UCL with
holdings of particular relevance to this module are the Anthropology and Bartlett libraries. In
addition, The British Library, located nearby at St Pancras, has extensive collections. To
apply for a readers’ ticket see http://www.bl.uk/help/how-to-get-a-reader-pass
6.2 Information for intercollegiate and interdepartmental students
Students enrolled in Departments outside the Institute should obtain the Institute’s
coursework guidelines from Judy Medrington (email [email protected]), which will
also be available on the IoA website.
6.3 Health and Safety
The Institute has a Health and Safety policy and code of practice which provides guidance on
laboratory work, etc. This is revised annually and the new edition will be issued in due
course. All work undertaken in the Institute is governed by these guidelines and students have
a duty to be aware of them and to adhere to them at all times. This is particularly important in
the context of the laboratory/field/placement work which will be undertaken as part of your
degree.
ARCLG233: Applied Heritage Management Page 21
APPENDIX A: POLICIES AND PROCEDURES 2018-19 (PLEASE
READ CAREFULLY)
This appendix provides a short précis of policies and procedures relating to modules. It is not
a substitute for the full documentation, with which all students should become familiar. For
full information on Institute policies and procedures, see the IoA Student Administration
section of Moodle: https://moodle.ucl.ac.uk/module/view.php?id=40867
For UCL policies and procedures, see the Academic Regulations and the UCL Academic
Manual: http://www.ucl.ac.uk/srs/academic-manual/overview
GENERAL MATTERS
ATTENDANCE: A minimum attendance of 70% is required. A register will be taken at each
class. If you are unable to attend a class, please notify the lecturer by email.
DYSLEXIA: If you have dyslexia or any other disability, please discuss with your lecturers
whether there is any way in which they can help you. Students with dyslexia should indicate it
on each coursework cover sheet.
COURSEWORK
General policies and procedures concerning modules and coursework, including submission
procedures, assessment criteria, and general resources, are available on the IoA Student
Administration section of Moodle: https://moodle.ucl.ac.uk/module/view.php?id=40867
It is essential that you read and comply with these. Note that some of the policies and
procedures will be different depending on your status (e.g. undergraduate, postgraduate
taught, affiliate, graduate diploma, intercollegiate, interdepartmental). If in doubt, please
consult your module co-ordinator.
LATE SUBMISSION: Late submission will be penalized in accordance with current UCL
regulations, unless formal permission for late submission has been granted.
The UCL penalties are as follows:
1. The marks for coursework received up to two working days after the published date and
time will incur a 10 percentage point deduction in marks (but no lower than the pass
mark).
2. The marks for coursework received more than two working days and up to five working
days after the published date and time will receive no more than the pass mark (40% for
UG modules, 50% for PGT modules).
3. Work submitted more than five working days after the published date and time, but
before the second week of the third term will receive a mark of zero but will be
considered complete.
GRANTING OF EXTENSIONS: Please note that there are strict UCL-wide regulations
with regard to the granting of extensions for coursework. You are reminded that Module
Coordinators are not permitted to grant extensions. All requests for extensions must be
submitted on the appropriate UCL form, together with supporting documentation, via Judy
Medrington’s office, and will then be referred on for consideration. Please be aware that the
grounds that are acceptable are limited. Those with long-term difficulties should contact UCL
Student Disability Services to make special arrangements. Please see the IoA Student
Administration section of Moodle for further information. Additional information is given
here http://www.ucl.ac.uk/srs/academic-manual/c4/extenuating-circumstances/
ARCLG233: Applied Heritage Management Page 22
RETURN OF COURSEWORK AND RESUBMISSION: You should receive your marked
coursework within one month of the submission deadline. If you do not receive your work
within this period, or a written explanation, notify the Academic Administrator. When your
marked essay is returned to you, return it to the Module Co-ordinator within two weeks. You
must retain a copy of all coursework submitted.
CITING OF SOURCES and AVOIDING PLAGIARISM: Coursework must be expressed
in your own words, citing the exact source (author, date and page number; website address if
applicable) of any ideas, information, diagrams, etc., that are taken from the work of others.
This applies to all media (books, articles, websites, images, figures, etc.). Any direct
quotations from the work of others must be indicated as such by being placed between
quotation marks. Plagiarism is a very serious irregularity, which can carry heavy penalties. It
is your responsibility to abide by requirements for presentation, referencing and avoidance of
plagiarism. Make sure you understand definitions of plagiarism and the procedures and
penalties as detailed in UCL regulations: http://www.ucl.ac.uk/current-
students/guidelines/plagiarism
MOODLE
Please ensure you are signed up to the module on Moodle. For help with Moodle, please
contact Charlotte Frearson ([email protected]).