Documentation and Description of the Entire Parchment Making and Calligraphy Writing Culture (As Observed at እስቴ „ɪstɪe‟ (Estie), District South Gonder)
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Date
2020-06
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AAU
Abstract
Under the title of ‚Documentation and Description of the Entire parchment making (PM) and Calligraphy Writing culture‛ the researcher observed and documented the recent parchment making process at south east Gonder እስቴ ‘ɪstɪe’ (Estie), District.
The objective of the documentation is to document the entire parchment making process, calligraphy training and writing as to interpret & reveal the connection between the process and its entire cultural context. it also to identify the endangered aspects in order to state or suggest the way of revitalization and preservation in the future.
Thus, in the documentation work ethnographic approach was implemented in data collection procedures and analysis. During field work, two places ዝጓራ ‘zɪgɯɑrɑ’ and ዘገቦ ’zəgəbots’on’ are observed and unstructured interview implemented. In capturing the data available; video and photo camera, audio materials and field notes have been used.
Accordingly, the recipes of parchment making, calligraphy training and writing where documented along with activities in its environs. Some of the data was analyzed, interpreted and described by means of semiotic analysis. As semiotic is the study of the meaning that certain text and context exists in various forms express or mean.
As the result, the parts of this huge cultural asset which required revitalization identified as; the practice of parchment making, naming in the language Ge’eez, the name of the indigenous learners, since it connotes various social, economic and cultural assets, the names of various plants implemented in the surrounding of Parchment making and calligraphy writing and the site of working culture are suggested as cultural assets to be revitalized.
In addition, through mainstreaming the material culture to educational sector, the strategy how to deal with can be done by preparing parchment recipes as puzzles for Ge’eez language teaching, at nearest elementary schools. This in turn, enables the learners to get knowhow of this material culture, the culture it has been produced, its end product (manuscript), and could have the chance to read what has been written by precede in order to appreciate.
In the end to do this, the scribes or parchemnters shall establish organization, then search for reservation and preservation site, can named it memorial place for indigenous learners and cultural asset ‚ቆሎ ተማሪና ጥንታዊ ትምህርት‛ ‛k’olo təmɑrɪ enɑ t’ntɑwɪ tɪmrt bet‛ /traditonal learners and their schools/. Thence, do plantations with various plants have been used in parchment making and its environs, and arrange the site as to attract researchers, local and tourists from abroad, as suggested in this work. Such situation in turn, can be the source of income and open door for job opportunity for people in the district in particular, the region and the country in general.
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calligraphy training and writing as to interpret & reveal the connection between the process and its entire cultural context.calligraphy training and writing as to interpret & reveal the connection between the process and its entire cultural context.