November 3, 2022 Video/Audio Open Access

Abennat Project team; Abennat Project team

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{"@context":"https://schema.org/","@id":"http://doi.org/10.25592/uhhfdm.17721","@type":"MediaObject","creator":[{"@type":"Person","affiliation":"Universit\u00e4t Hamburg","name":"Abennat Project team"},{"@type":"Person","affiliation":"University of Addis Ababa","name":"Abennat Project team"}],"datePublished":"2022-11-03","description":"<p>Teaching by&nbsp;Q\u01ddddus Y\u0101red in&nbsp;<a href=\"https://betamasaheft.eu/INS0980BahrDarSA\">Sal\u0101m \u02beArgiw Dabra \u1e62\u01ddyon Q\u01dddd\u01ddst M\u0101ry\u0101m (Ethiopia, Bahr Dar)</a>, recorded on 5 October 2024, by Mersha Alehegne</p>\n\n<p>00:00:00 - 00: 00: 41 &nbsp;&nbsp;&nbsp; &nbsp;Students rehearsing Q\u0259ne composed by their instructor<br>\n00:00:00 - 00: 00:35 &nbsp;&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the model Q\u0259ne in collaboration with his assistant disciple<br>\n00:00:36 - 00: 04:25 &nbsp;&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor.<br>\n00:02:06 - 00: 02:13 &nbsp;&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:03:17 - 00: 03:23 &nbsp;&nbsp;&nbsp; &nbsp;2nd ring<br>\n00:03:43 - 00: 03:45&nbsp;&nbsp; &nbsp;3rd ring<br>\n00:04:16 - 00: 04:18&nbsp;&nbsp; &nbsp;Instructor and his assistant clapped to quiten students<br>\n00:04:26 - 00: 05:19 &nbsp;&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 2nd model Q\u0259ne in collaboration with his assistant disciple<br>\n00:05:20 - 00: 10:40 &nbsp;&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor.<br>\n00:07:45 - 00: 07:55 &nbsp;&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:08:47 - 00: 08:50&nbsp;&nbsp; &nbsp;2nd ring<br>\n00:10:05 - 00: 10:14&nbsp;&nbsp; &nbsp;3rd ring<br>\n00:10:09 - 00: 10:30&nbsp;&nbsp; &nbsp;the assistant disciple claps and calls to quiten the students<br>\n00:10:41 - 00: 11:08&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 3rd model Q\u0259ne in collaboration with his assistant disciple<br>\n00: 11:09 - 00:15:08&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n00:14:38 - 00: 14:44&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:15:09 - 00: 16:28&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 4th model Q\u0259ne in collaboration with his assistant disciple<br>\n&nbsp;00: 16:28 - 00:22:43&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n00:20:27 - 00: 20:31&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:21:09 - 00: 21:16&nbsp;&nbsp; &nbsp;2nd ring<br>\n00:22:26 - 00: 22:28&nbsp;&nbsp; &nbsp;3rd ring<br>\n00:22:44- 00: 24:07&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 5th model Q\u0259ne in collaboration with his assistant disciple<br>\n00:23:19- 00: 23:29&nbsp;&nbsp; &nbsp;One of the students abruptly completed the second verse of the Q\u0259ne that the instructor was composing as a model.<br>\n00:24:08- 00: 29:57&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n00:29:12- 00: 29:18&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:29:58- 00: 31:58&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 6th model Q\u0259ne in collaboration with his assistant disciple<br>\n00:31:08 - 00:31:13&nbsp;&nbsp; &nbsp;One of the students abruptly completed the second verse of the Q\u0259ne that the instructor was composing as a model.<br>\n00:31:59 - 00:36:04 &nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n00:33:26- 00:33:35&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:33:50 - 00:33:58&nbsp;&nbsp; &nbsp;2nd ring<br>\n00:34:26 - 00:34:33&nbsp;&nbsp; &nbsp;3rd ring<br>\n00:35:05- 00:35:11&nbsp;&nbsp; &nbsp;4th ring<br>\n00:35:40 - 00:35:42&nbsp;&nbsp; &nbsp;5th ring<br>\n00:36:05 - 00:37:22&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 7th model Q\u0259ne in collaboration with his assistant disciple<br>\n00:37:23 - 00:41:00&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n00:41:04 - 00:41:13&nbsp;&nbsp; &nbsp;To restore order, the assistant disciple rings the bell, signaling the students to quiet down.<br>\n00:42:02 - 00:42:05&nbsp;&nbsp; &nbsp;2nd ring&nbsp;<br>\n00:42:30 - 00:43:40&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 8th model Q\u0259ne in collaboration with his assistant disciple<br>\n00:43:41 - 00:52:13&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n00:52:14 - 00:54:36&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 3rd model Q\u0259ne in collaboration with his assistant disciple<br>\n00:54:37 - 01:03:30&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n01:03:34 - 01:05:48&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 9th model Q\u0259ne in collaboration with his assistant disciple<br>\n01:05:49 - 01:14:31&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor<br>\n01:14:32 - 01:20:18&nbsp;&nbsp; &nbsp;The Q\u0259ne instructor formulates the 10th model Q\u0259ne (entertaining and advisory) in collaboration with his assistant disciple<br>\n&nbsp;01:20:19 - 01:21:29&nbsp;&nbsp; &nbsp;Students engage in the rehearsal of a model Q\u0259ne composed by their instructor</p>\n\n<p>&nbsp;</p>","identifier":"http://doi.org/10.25592/uhhfdm.17721","license":"https://creativecommons.org/licenses/by/4.0/legalcode","name":"Documenting an Ancient Education System in Africa: \u02beAb\u01ddnnat T\u01ddmh\u01ddrt in Ethiopia - Church School - Q\u01ddne bet - Sal\u0101m \u02beArgiw Dabra \u1e62\u01ddyon Q\u01dddd\u01ddst M\u0101ry\u0101m","url":"https://www.fdr.uni-hamburg.de/record/17721"}