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On March 20, 2026, a practical class was held at the Faculty of History of 91��ý Kazakh National University within the framework of the course “Ceramics in Archaeology.” The main purpose of the lesson was to provide students with a comprehensive understanding of the significance of archaeological ceramics in scientific research, to familiarize them with the manufacturing technology of ceramic objects and their characteristics across different historical periods, as well as to develop skills in analyzing, describing, and classifying archaeological materials. In addition, it aimed to teach methods of identifying information about the economy, daily life, culture, and worldview of ancient societies through ceramics.

During the practical class, theoretical information on the place and role of ceramics in archaeological science was first presented. The instructor noted that ceramics are one of the most widespread archaeological materials and explained that they serve as an important source of data for determining the chronology of ancient periods, comparing cultures, and reconstructing historical processes. Subsequently, students were provided with detailed information on the stages of ceramic production, including raw material preparation, clay kneading, shaping, decoration, and firing technologies.

In the main part of the lesson, ceramic samples from different historical periods were presented, and comparative analysis was conducted. Students examined the shape, thickness, color, types of ornamentation, and firing level of ceramic fragments in order to determine the period to which they belonged. In addition, classification work was carried out based on the functions of vessel types (jars, bowls, plates, etc.). These tasks enabled students to apply their theoretical knowledge in practice.

An important part of the practical work was the typological and chronological classification of ceramics. Based on specific methodological guidelines, students prepared descriptions of each sample and analyzed their features in written form. A discussion was also organized on the symbolic and cultural significance of decorative elements and ornaments found on ceramics, which contributed to the development of students’ critical thinking skills.

At the end of the lesson, the completed work was summarized, and the results of each student’s analysis were discussed. Feedback was provided by the instructor, including explanations of common mistakes encountered in the study of ceramic materials and ways to avoid them. Overall, the practical class enhanced students’ skills in working with archaeological data and increased their interest in the subject.