Barbora Batokova

Czech Me OutČeština English Deutsch Español

Barbora BatokovaGraduate Design Studio I.Professor Dan BoyarskiCarnegie Mellon University School of DesignPittsburgh, PASeptember 2009

Русский язык

My cat Lua loved my sketches. Anytime I would spread them out for reference, she would immediately lay on them.

Contents

Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Gathering Language Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Going Digital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Compiling Personal Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

List Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Multiple Layers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Lessons Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Final Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Sketch 1a shows three of the first lists: Places of Residence (Location), Places I Visited (Location) and Places I Have Been To (Category/Location + Alphabet).

Sketch 1b shows the Schools I Attended (Time) list, which became the basis for my self-portrait. The left corner shows a little bit of the Fruits & Vegetables I Like (Alphabet + Category) list.

AssignmentThe first Graduate Studio 1 assignment was to create a self-portrait that would make use of at least two of R.S. Wurman’s five hat racks. The assignment could either be executed as a large-format poster or in a digital form, as a self-running movie.

Creating such a poster/movie was ultimately an information design problem; things to consider included the goal of the entire piece, which data to include, how to organize it as well as the audience and their expectations.

The first step of the creative process was writing down various personal lists according to the five hat racks. (Sketch 1a & 1b)

Idea Since the educational institutions I have attended and the foreign languages I have studied very much define who I am today, I decided to make a poster that would be my educational resume in a form of a time line. The two primary hat racks I worked with were time and category.

Five Hat RacksThe concept was developed by Richard Saul Wurman in his book Information Anxiety [1989].

Also known as latch, the concept organizes information in five ways:

Location: spatial referencesAlphabet: alphabetical sequenceTime: chronological sequenceCategory: relatedness, similarityHierarchy: importance

Self-PortraitA portrait or description of an artist, writer, etc. created by himself of herself.~Concise Oxford Dictionary

Sketch 2a shows the amount of hours per week for each language. The vertical black line indicates the change from recording the data visually to using numbers.

Sketch 2b shows the overall totals of hours per week by language during my attempt to simplify the complex data.

Gathering Language DataAfter deciding on the general format of my self-portrait, I started calculating the amount of hours per week for each language. I started off representing each hour as a square; however, as soon as I got to my sophomore year of high school, I was facing the first design problem. I realized I would have to create 109 squares for English, which due to the size of the poster was not feasible. I continued gathering the data in a numerical form. (Sketch 2a)

To simplify the data, I considered creating larger chunks of information by grouping all hours for one language together or by creating larger time periods (Sketch 2b), which would mean abandoning the year-by-year time line that would also track the educational institutions I attended over time. However, this approach presented another design problem: “How to preserve the variety of languages over time, since English and Czech were so dominant?”

Sketch 5 shows the intensity from 1-5 for each language. To better illustrate the shift from Czech to English and to maintain the hierarchy of stacking languages from the earliest to the latest, I moved Czech to the bottom in the digital version.

Graph 1 (far left) shows the input of the raw data: number of hours for each language per week.

Sketch 3 was an attempt to increase the area occupied by Russian, Spanish and German so that they wouldn’t get lost among the Czech and English.

Sketch 4 was an attempt to address the fluid concept of a language and my switching back and forth, as well as still trying to solve the “do-not-lose- diversity” problem.

0 50 100 150 200

VisualizationThe process of simplifying the gathered data was directly affected by the various ideas I had for visualizing it. I used both digital sketching using Adobe Illustrator CS4 and hand sketching to come up with various concepts. (Graph 1, Sketch 3 & 4)

Since I was not ready to discard the educational institutions, after trying multiple approaches to visualizing the data, I realized I could reduce the specificity of the time spent in each language. I created a scale of intensity from 1-5 and assigned each year the appropriate number, thus preserving both yearly time line and the variety of languages. (Sketch 5)

C: 0% M: 100% Y: 80% K: 40%C: 0% M: 100% Y: 80% K: 25%C: 0% M: 90% Y: 75% K: 15%C: 0% M: 75% Y: 60% K: 15%C: 0% M: 45% Y: 35% K: 5%





Čeština

Chaparral ProRegularSize: 9.5 ptLeading: 10 ptTracking: -10

English

Kepler StdSemicondensedSize: 9.6 ptLeading: 10 ptTracking: -15

Deutsch

DIN 30640 StdNeuzeit Grotesk LightSize: 9 ptLeading: 10 ptTracking: 0

Español

ITC Officina Sans StdBookSize: 9.5 ptLeading: 10 ptTracking: -10

Русский язык

Arno ProRegularSize: 11 ptLeading: 10 ptTracking: 0

Color Spectrums

Typefaces

Going DigitalBefore I could create the language grid based on Sketch 5 in Adobe Illustrator CS4, I picked a color for each language and created the color spectrums. The color of each language is not random; I associate that particular language with that color.

When I showed the first digital version of the poster during group critique, multiple people suggested I could fill the individual blocks with some text to give the poster another layer of meaning. Having had the idea before myself, I decided to go along with it.

After creating the basic grid in Illustrator, I imported the file into Adobe InDesign CS4 to have greater control over the large amount of text that would be included. However, after realizing that I would have to create a text box on top of each color block (which would make alignment especially time-consuming), I decided to just copy and paste the color blocks from Illustrator into InDesign, thus preserving the editability of the blocks. Now I could include the text inside the color blocks.

I picked out the typefaces, point size, tracking and leading for each language before I started gathering the actual text for the blocks, because I needed to know how much content I would need.

Sketch 6 maps out the distribution of the various personal lists.

Compiling Personal ListsOnce I had the specific structure of the poster in a digital form, I went back to sketching to plan out the specific personal content that would be included in the individual blocks. (Sketch 6)My mother helped me with the lists from my childhood, as most of my personal records are in the Czech Republic.

List ContentCzech 1. First words. 2. Typical Czech songs. 3. Text from “Slabikář.” 4. Simple grammar exercise. 5. First books I read. 6. Detective stories I read. 7. Ancient Egyptian novels I read. 8. Article about 9/11 I wrote for a

Czech newspaper. 9. H.S. Exit Exam - Czech authors. 10. Google chats with my mother.

Spanish 1. Common Spanish expressions. 2. H.S. Exit Exam topics. 3. Topics covered in Spanish 201.

English 1. English poems learned by heart. 2. Basic interactions. 3. First irregular verbs. 4. Grammar topics. 5. Literature from English class. 6. H.S. Exit Exam - Literature. 7. English 101 8. Communiqué article headlines. 9. Bachelor thesis conclusion. 10. Key conflict resolution terms. 11. Grad Design Seminar readings.

German 1. Common German expressions.Russian 1. Common Russian expressions.

KindergartenNursery 8. Základní škola Gymnázium

Pierra deCoubertina

Miramonte H.S. Townshend International School Cottey College Chatham University MediatorsBeyondBorders

Carnegie Mellon3. Základní škola

Th e Reasoning of Designers - Horst W.J. Rittel, Dilemmas in a General Th eory of Planning - Horst W.J. Rittel & Melvin M. Web-ber, Th e First Tradition - Harold G. Nelson, Th e Necessity of Being “Undisciplined” and Out-of-Con-trol”; Design Action and Systems Th inking - Harold G. Nelson, On the Planning Crisis: Systems Analysis of the First and Second Generations - Horst W.J. Rittel.

mediation, confl ict resolution, peace-building, mission, peti-tion, reintegration, former child soldiers, psycho-social training, trauma healing, capacity building, resettlement, community media-tion, social integration, rehabili-tation, systems design, self-suffi -ciency, empowerment, training, property disputes, facilitation, dialogue, stakeholder groups, as-sessment, grassroots, volunteer

One of the most important and surprising fi ndings of this study was the fact that Th e Pittsburgh Post-Gazette seldom uses the nonlinear story model to pres-ent a main news story, and that stories that were collected on-line were almost always identi-cal to the ones collected in print. From these two fi ndings, it can be concluded that Th e Pittsburgh Post-Gazette does not initially

Students dissatisfi ed with col-lege’s representation of student body; Accreditation committee commends Chatham; Chatham joins global eff ort to eliminate lymphedema; NPR foreign cor-respondent Garrels receives Hol-lander award; Overnight guest policy violated in Laughlin House; Facebook: useful tool for control-ling people; Chatham welcomes a new professor from Senegal.

Hablando por teléfono. La resi-dencia estudiantil. Las aulas. La biblioteca. El baile. La familia. El hogar. La cocina. El baño. La mesa. El cuerpo humano. El ar-reglo personal. Los deportes. El día en el campo. En la playa. La vida al aire libre. Los grandes almacenes. La farmacia. Los ve-hículos. La estación de servicio. El aeropuerto. La estación de ferrocarril. La ofi cina de correos.

Cyril a Metoděj, Kosmas, Kryštof Harant z Polžic a Bezdružic, Jan Hus, Jan Amos Komenský, Bohuslav Balbín, Karel Hynek Mácha, Josef Dobrovodský, Josef Jungmann, František Palacký, František Čelakovský, Karel Jaromír Erben, Josef Kajetán Tyl, Karel Havlíček Borovský, Božena Němcová, Jan Neruda, Karolína Světlá, Svatopluk Čech, Jaroslav Vrchlický, Julius Zeyer, Alois Jirásek, Atonín Sova, Otokar Březina, Vik-tor Dyk, Fráňa Šrámek, Petr Bezruč, Vítězslav Nezval, Jiří Wolker, Konstantin Biebl, Jaroslav Seifert, František Halas, Vladislav Vančura, Ivan Olbracht, Karel Čapek, Bohumil Hra-bal, Milan Kundera, Arnošt Lustig, Josef Škvorecký, František Hrubín, Václav Havel, Ladislav Fuks, Jiří Voskovec, Jan Werich.

Th e Joy Luck Club - Amy Tan, A Modest Proposal - Jonathan Swift, Th e Merchant of Venice - William Shakespeare, Th e Bridegroom - Alexander Sergeyevich Pushkin, Th e Necklace - Guy de Maupassant, A Song on the End of the World - Czeslaw Milosz, I am Goya - Andrei Voznesensky, Two Friends - Guy de Maupassant, Th e Ultimate Safari - Nadine Gordimer, Th e Diameter of the Bomb - Yehuda Amichai, Th e Trouble with Television - Robert McNeil, I Have a Dream - Mar-tin Luther King, Jr., Th e Artist - Rabindranath Tagore, Th e Lorelei & Th e Lotus Flower - Heinrich Heine, Roses & When You Are Old - Pierre de Ronsard, Th e Interior of the Rose - Rainer Maria Rilke, Th e Joy Luck Club - Amy Tan, A Modest Proposal - Jonathan Swift, Th e Merchant of Venice - William Shakespeare, Th e Bridegroom -

1. La familia 2. La alimentación equilibrada 3. España 4. Países de Latinoamérica 5. Los deportes 6. Un guía turístico de país 7. Las maravillas del mundo 8. Los principales medios de comu-nicación 9. Mi idolo 10. Los principales problemas medioam-bientales 11. Los símbolos, festividades o tradiciones típicas españolas 12. La literatura española 13. La educación 14. El propio sistema educativo 15. Los principales medios de trans-porte 16. El instituto de enseñanza secundaria internacional 17. La geografía española 18. Los sucesos más importantes del siglo XX. 19. El mundo universitario 20. Las películas 21. Las mujeres en el mundo 22. Los confl ictos en la sociedad 23. El arte español 24. Las comidas españolas 25. Los jóvenes

Když můj soused ráno přišel a zmínil se,že do jedné z veží světoznámého World Trade Center narazilo okolo 8. 45 hodin letadlo, nedocházelo mi, co se stalo. Až když jsme sedli do auta, pustili rádio a přepínali stanice a každá podávala stejně děsivé zprávy z New Yorku, teprve tehdy jsem si uvědomila, co se vlastně děje. Ve škole jsme se během

Th e Adventures of Huckleberry Finn - Mark Twain , Catcher in Th e Rye - J.D. Salinger, Brave New World - Aldous Huxley, Julius Caesar - William Shakespeare, Th e Joy Luck Club - Amy Tan, Stone of Light: Th e Place of Truth - Christian Jacq, Th e Adventures of Huckleberry Finn - Mark Twain , Catcher in Th e Rye - J.D. Salin-ger, Brave New World - Aldous Huxley, Julius Caesar - William

Christian Jacq: Ramses I. – Syn světla; Ramses II. – Chrám milionů let; Ramses III. – Bitva u Kadeše; Ramses IV. – Paní z Abú Simbelu; Ramses V. – Pod západní akácií; Egypťanky – Královny, manželky, milenky, kněžky; Světelný kámen – Nefer mlčenlivý; Světelný ká-men – Bohyně ticha; Světelný kámen – Ohnivý Paneb; Bole-slaw Prus: Farao, Margaret

Present continuous. Present simple. Present continuous and Present simple. Past simple. Past continuous. Past simple and Past continuous. Present perfect. Pres-ent perfect continuous. Present perfect and Present perfect continuous. Present perfect and past. How long have you (been)…For and since. Present perfect and past. Past perfect. Have got and have. Used to. Present tenses for the future. I am going to. Will/shall. I will and I am going to. Future perfect. Will be doing and will have done. When I do/When I’ve done. When and if. Modals: Can, could and be able to. Could and could have. Must and can’t. May and might. Have to and must. Must, mustn’t and needn’t. Should. Had better. It’s time. Would. Can/Could/Would you...? - Requests, off ers, permission and invitations. If I do … If I did. If I knew…I wish I knew. If I had known. Wish. Passive. It is said that. Reported speech. Questions and auxiliary verbs. Question tags. Verb + -ing. Verb + to. Verb + to or –ing. Verb + preposition + -ing. Adjective + to. Expressions + -ing. Be/get used to. See somebody do and see somebody doing. Prefer and would rather. Articles and Nouns: A/an. Th e. Countable and uncountable. Singular and plural. Pronouns and determiners: myself, yourself, themselves, etc., mine, my own, on my own, by my-self, some and any, no/none/any, nothing/nobody, much, many, little, few, a lot, plenty, all/all of, most/most of, no/none of, both, neither, either, all, every, whole, each. Relative clauses: who, that, which, whose, whom, where. Adjectives ending in –ing and –ed. Adjectives and adverbs. Comparison. Superlatives. Connec-tions and prepositions: although, though, even though, in spite of, despite, in case unless, as long as, provided, as though, like, for, during, while, by the time, by, un-til. Prepositions: at, on, in, to, into, by, about, from, with. Phrasal verbs: in/out, out, on/off , up/down, up, away/back. Regular and irregular verbs. Short forms. Spelling.

¿Hola, qué tal? ¡Buenos días! ¡Buenas tardes! ¿Cómo estás? ¡Muy bien, gracias! ¡Nos vemos mañana! La Familia: mi madre, mi padre, mi hermano, mi abuela. Los Colores: amarillo, azul, blanco, gris, negro, rojo, morado, verde, anaranjado. La Ropa: los pantalones, el sué-ter, el vestido, la falda, la chaqueta, la camiseta, el sombrero, el cinturón, los zapatos, las botas, la corbata, el traje, el bolso de mano, las gafas, los gunates, la bufanda. Los Animales: el perro, el gato, el conejo, el pez, el caballo, la tortuga, el camello, el pollo, el ele-fante. Los Adjetivos: pequeño, grande, joven, mayor, bueno, correcto, equivocado, frío, caliente, bonito, largo, fuerte, claro, próximo, pasado, último, cerca, bajo, alto, nuevo fácil, viejo, difícil, duro, ligero, pesado, limpio, sucio, lleno, vacío, seco, ruidoso, tranquilo, feliz, contento, cansado, triste, preocupado, enfermo, sano, amable, simpático. Los Trabajos: el peluquero, la azafata, el bombero, el carnicero, el camarero, el detective, el pinto, el carpintero, el juez, el reportero. Las Frutas: la manzana, el plátano, la naranja, el limón, la lima, el melocotón, el aguacate, la pera, el melón, la piña, el coco, el mango, la cerezas, la uvas, la fresa, la frambuesa. Los Veg-etales: las aceitunas, la lechuga, al maíz, el champiñon, el tomate, las patatas, la cebolla, el ajo, la zanahoria, el brócoli, la colifl or, los guisantes, la calabaza, los pepinos, la alcachofa, el pimiento, los espárragos, la berenjena. El Cuerpo: la cabeza, los ojos, la nariz, la boca, los labios, la barbilla, los brazos, las piernas, las rodillas, la muñeca, las manos, los dedos, los pies, la espalda, el cuello, el talón.

Да, Нет, Здравствуйте, привет, Доброе утро, Добрый День, Добрый вечер, Спокойной ночи, До Свидания, Увидимся скоро, Пожалуйста, Спасибо, Простите, извините, Простите, Поздравляю. Числа: один, два, три, четыр, пять, шесть, семь, восемь, девять, десять. Дни: понедельник, вторник, среда, четверг, пятница, суббота, воскресенье. Как тебя зовут? Меня зовут Барбора. Как поживаешь? Хорошо, а как ты? Вы понимаете? Я тебя понимаю. Говорите ли вы по-английски? Я говорю по-английски. У меня есть брат. Я слушаю музыку. Что это? Сколько вам лет? Что вы хотите? Где вы живёте? Я живу в Праге. Где вы работаете? Я работаю в школе. Он едет домой. У тебя есть дети? У меня нет детей. сколько стоит?

Agatha Christie: Vražda Rogera Ackroyda, Záhada Modrého vlaku, Vražda na faře, Smrt lorda Edg-warea, Vražda v Orient-expresu, Vraždy podle abecedy, Smrt na Nilu, Deset malých černoušků, Vánoce Hercula Poirota, Temný cypřiš, Mrtvá v knihovně, Pět malých prasátek, Není kouře bez ohýnku, Proč nepožádali Evanse?, Nultá hodina, Oznamuje se vražda, Kapsa plná žita, N či M?, Smrt staré posluhovačky, Vlak z Paddingtonu, Prasklé zrcadlo, Karibské tajemství, Třetí dívka, Nemesis, Zapomenutá vražda, Muž v mlze; P.D. James: Pachuť smrti, Vraždy podle návodu, Smrt kriminalisty, ; Ed McBain: Dej mládencům ruku jako lopatu, Brokovnice, Skládačka, Kalyp-so, Před zraky 40 milionů, Zabiják, 87. Revír se představuje: Robin Cook: Toxin, Blízký konec, Horečka, Mozek, Kóma, Nákaza, Smrtelný strach, Mutace, Kořeny zla, Známky života, Slepota, Osudná léčba, Epidemie, Únosné riziko, Invaze, Infekce, Chromozom 6, Arthur Hailey: Hotel, Kola; Alexander Dumas: Hrabě Monte Christo; Agatha Christie: Vražda Rogera Ackroyda, Záha-da Modrého vlaku, Vražda na faře, Smrt lorda Edgwarea, Vražda v Orient-expresu, Vraždy podle

be - was/were - been, buy - bought - bought - come - came - come, cut - cut - cut, do - did - done, get - got - gotten, give - gave - given, go - went - gone, make - made - made, put - put - put, read - read - read, run - ran - run, say - said - said, see - saw - seen, sit - sit - sit, sleep - slept - slept, swim - swam - swum, take - took - taken, think - thought -thought, write - wrote - written

Eins, zwei drei, vier, fünf, sechs, sieben, acht, neun, zehn, elf ,zwölf, dreizehn, vierzehn, fünfzehn, sechzehn, siebzehn, achtzehn, neunzehn, zwanzig. Guten Tag! Guten Morgen! Guten Abend! Guten Nacht! Wie geht’s? Auf Wiedersehen. Tschüs! Bitte! Danke schön! Wie heißt du? Ich heiße Barbora. Sprechen Sie Englisch? Ja. Woher kommst du? Ich komme aus Tábor. Wo wohnst du? Ich wohne in Pittsburgh. Wie alt bist du? Ich bin 24 Jahre alt. Kannst du mir helfen? Natürlich. Willkommen! Viel Glück! Was ist das? Ich weiß nicht. Entschuldigung. Mon-tag, Dienstag, Mittwoch, Donnerstag, Freitag, Samstag, Sonnstag. Die Familie: die Mutter, der Vater, der Bruder, die Schwester, der Großvater, die Großmutter, die Tante, der Onkel, der Sohn, die Tochter. Die Farben: rot, grün, blau, weiß, schwarz, gelb, orange, rosa, braun, grau, lila. Die Kleidung: das T-Shirt, die Hosen, der Hut, den Anzug, die Krawatte, die Weste, die Schuhe, der Gürtel, das Kleid, die Bluse, die Brille, die Handtasche, der Pullover, die Handschuhe, der Schal, die Jacke. Die Tiere: der Hund, die Katze, der Vogel, die Giraffe, der Elefant, das Zebra, der Löwe, die Gans, der Pinguin, der Schwan, die Eule, der Fuchs, der Wolf. Las Obst: der Apfel, die Banane, die Apfelsine, die Birne, der Pfi rsch, die Pfl aume, die Zitrone, die Limone, die Wassermelone, die Weintrauben, die Erdbeere, die Kirschen, die Himbeere. Das Gemüse: der Kopfsalat, die Kartoffeln, der Mais, die Tomate, der Pilz, die Zwiebel, die Knoblauchzehe, die Karotte, der Brokkoli, der Paprika, die Gurke. Der Körper: der Arm, das Bein, die Brust, der Finger, der Fuss das Gesicht, der Hals, die Hand, die Hüfte, das Knie der Knöchel, der Kopf, die Schulter, die Taille, die Zehe. Der Beruf: der Bäcker, der Metzger, der Feuerwhermann, der Richter, der Maler, der Kellner, der Tischler, der Polizist, die Lehrerin, der Arbeiter, der Pilot, der Gärtner, der Buchführer, der Arzt, die Krankenschwester, der Direktor. Die Adjektive: klein, groß, jung, alten, neu, hoch, kurz, klar, dunkel, schön, übel, farbig, schnell, langsam, voll, frei, warm, kalt, gesund, krank, lieb. Die Verba: gehen, laufen, kochen, grüßen, machen, arbeiten, singen, sprechen, schreiben. schlafen, fl iegen, springen, essen.

What are you doing? I am sitting. What do you do in the morn-ing? I brush my teeth. What do you do in the evening? I watch T.V. What are you wearing? I am wearing blue trousers, a white shirt and pink socks. Can you swim? Yes, I can. Can you fl y? No, I can’t. What does your mother do? She is a teacher. What does your father do? He is a business man. How old are you? I am nine. Where are you from? I am from Tábor. What time is it? It’s half past two. When were you born? I was born on 30th of April, 1985. Do you have any brothers or sisters? Yes, I do. I have one brother. What is his name? His name is Dominik. What is your fa-ther’s name? My father’s name is Miroslav. What is your mother’s name? My mother’s name is Renata. What’s today? It’s Monday.

Ondřej Sekora - Brouk Pytlík, M.J.Maury - Heidi, děvčátko z hor; Lidé v minulosti – Egypťané - V. Koenigová; S.S.Pierrová: Strašidelná farma, Protančíme celou noc, Zachraňte slona, Překvapení v cukrárně; B Šimková: Anče a Kuba mají Kubíčka; Walt Disney: Za tajemstvím pralesa; E.Kloss: Pět malých ježků; E.W.Bauer: Můj barevný atlas zvířat, C.Metzmeyer: Zuzanka; P.Holeinone: Zlatá kniha pohádek - Aladinova lampa a jiné pohádky; Jaroslav Foglar: Chata v jezerní kotlině, Záhada hlavol-amu, Hoši od Bobří řeky, Strach nad Bobří řekou, Tajemství Velkého Vonta, Tábor Smůly, Pod junáckou vlajkou, Závod o modřinový srub, Modrá rokle, Devadesátka pokračuje; D.Mešková - Zrada v povětří; L.Dvorský: Bubetko a Smítko, M.K.Rawling - Dítě divočiny; Walt Disney – Lví král; F.H.Burnett – Malý Lord; Enid Blyton: Pětka na ostrově pokladů, Pětka opět v akci, Pětka na útěku, Pětka na Pašeráckém vršku, Pětka a prázdniny v maringotkách, Pětka znovu na ostrově, Pětka jede tábořit, Pětka už v tom zase lítá, Pětka na vandru, Pětka se má báječně, Pětka u moře, Pětka na tajemných blatech, Pětka a únos-ci, Pětka na stopě, Pětka na záhadném vrchu, Pětka na Finnistonské farmě, Pětka na Ďáblových skalách, Pětka a tajmeství šeptajícího ostrova, Pětka a zloději, Noční výprava, Záhada ukradeného náhrdelníku, Lesní hnízdo, zLočin na železnici, Případ zmizelých psů, Tajuplný dům; Eduard Štorch: Minehava; Enid Blyton: Dvojčata Pat a Isabela, Dvojčata a Claudine, Dvojčata

Červená Karkulka otevřela oč- dokořán a kd-ž viděla, jak slunečn- paprsky skrze stromy sem a tam tancuj- a všude roste tol-k krásn-ch květ-n, pomysl-la si: „Když př-nesu babičce k-tici čerstvých květ-n, j-stě bude m-t radost, je stejně ještě brzy, př-jdu akorát včas.“ A seběhla z cest- do lesa a trhala květin-. A kd-ž jednu utrhla, zjist-la, že o kus dál roste ještě

Th ere’s a man on the moon, and his name is Mr. Spoon. Moo cow, moo cow. How are you, cow? Very well. Th ank You. Moo, moo. One, two, buckle my shoe; three, four, knock at the door; fi ve, six, pick up sticks; seven, eight, lay them straight; nine, ten, a big fat hen; eleven, twelve, dig and delve; thirteen, fourteen, maids a-courting; fi fteen, sixteen, maids in the kitchen; seventeen, eighteen, maids a-waiting; nineteen, twenty, my plate’s empty. Jack and Jill went up the hill to fetch a pail of water, Jack fell down and broke his crown, and Jill came tumbling after. Mother, mother I am ill; call for the doctor from over the hill. Happy birthday to you, happy birthday to you, happy birthday dear Renata, happy birthday to you. London’s burning, London’s burning. Fetch the engine, fetch the engine. Fire, fi re! Fire, fi re! Pour on water, pour on water. London’s burning, London’s burning. Row, row, row your boat, gently down the stream. Merrily, merrily, merrily, merrily, life is but a dream. Th ere’s a man on the moon, and his name is Mr. Spoon. Moo cow, moo cow. How are you, cow? Very well. Th ank You. Moo, moo. One, two, buckle my shoe; three, four, knock at the door; fi ve, six, pick up sticks; seven, eight, lay them straight; nine, ten, a big fat hen; eleven, twelve, dig and delve; thirteen, fourteen, maids a-courting; fi fteen, sixteen, maids in the kitchen; seventeen, eighteen, maids a-waiting;

Ema má maso. Máma má mísu.My máme mámu. Máme i Mílu. Míla má mámu. Míla se má. Máme maso. Máma mele maso. Mele a mísí. Ela maso sama solí. Máme mísu masu. Ó mami. Maso se pálí. Ema má maso. Máma má mísu.My máme mámu. Máme i Mílu. Míla má mámu. Míla se má. Máme maso. Máma mele maso. Mele a mísí. Ela

Skákal pes, přes oves, přes zelenou louku, šel za ním myslivec, péro na klobouku. Pejsku náš, co děláš, žes tak vesel stále. Řek bych vám, nevím sám, hop a skákal dále. Ten náš pes, skákal dnes, skákal také včera, bude as, skákat zas, z rána do večera. Prší, prší, jen se leje,kam koníčky pojedeme? Pojedeme na luka, až kukačka zakuká. Kukačka už zakukala, má pan-enka zaplakala. Kukačko ty nekukej, má panenko neplakej! Pec nám spadla, pec nám spadla, kdopak nám ji postaví? Starý pecař není doma a mladý to neumí. Zavoláme na dědečka, ten má velké kladivo, dá do toho čtyři rány a už je to hotovo. Pasu, pasu koníčky, střídám při tom nožičky, nejdřív jedna potom druhá, zacvičte si se mnou oba. Jedna, druhá nožička a už dělám koníčka. Meleme, meleme mouku, v červeném klobouku. Co namelem, to prodáme,mlynáři nic nedáme. Tančila myšička , tančila až se jí hlavička točila. Sedla si , zdřímla si, poslyšte děti , co se jí zdálo, že se velká kola točí a že bičem práská kočí, sluníčko že krásně svítí, na louce je plno kvítí. A v tom něco uhodilo a to myšku probudilo. Kolo, kolo mlýnský, za čtyři rýnský.

hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-

Ways of Seeing - John Berger, When We Dead Awaken - Adrienne Rich, Arts of the Contact Zone - Mary Louise Pratt, Panopticism - Michel Foucault, Pedagogy of the Oppressed - Paulo Freire, Hunger of Memory: Th e Education of Richard Rodriguez - Richard Rodriguez Hunger as Ideology - Susan Bordo, Th e Loss of the Creature - Walker Percy, Newjack: Guarding Sing Sing - Ted Conover, Hells Angels - Hunter S. Th ompson, Th e Electric Kool-Aid Acid Test - Tom Wolfe, In Cold Blood - Truman Capote, Ways of Seeing - John Berger, When We Dead Awaken - Adrienne Rich, Arts of the Contact Zone - Mary Louise Pratt, Panopticism - Michel Foucault, Pedagogy of the Op-pressed - Paulo Freire, Hunger of Memory: Th e Education of Rich Rodriguez - Richard Rodriguez Hunger as Ideology - Susan Bordo,

Mamka: halo 10:21 AM me: halo Mamka: tak mame novy pocitac me: no nekecej, si koupila jo? Mamka: jo me: stolni? Mamka: jo stolni me: ahaaa, jako pro domika jo? Mamka: ne jako na tabotra 10:22 AM tybory tabory me: jj i novej monitor? a vsechno? Mamka: ne me: nebo jenom bednu? Mamka: monitor mame z lonska | me: vis co jsem taky zjistilia? za 1. mam propadlou obcanku a za 2. si budu muset nechat vystavit novej pas protoze mi projde nez dokoncim CMU takze mi do toho nemuzou dat novy vizum 1:10 PM Mamka: no to neni problem ne 1:11 PM me: no snad ne? jak dluho t trva nez ti vydaj novej pas? Mamka: zjistim, driv to bylo i ze dne na den 1:12 PM kdayz sis priplatila me: aha Mamka: ale zjistim to me: no tak to bude dobry, vypada to ze bych mohla odletet 15. a vracet se az na 11. Ledna, nebo nejak tak Mamka: dobry , a kdy zacina skola me: 24. Mamka: hm 1:14 PM mam auto spravensa, ale chybi tam jeden airbag protoze je to ted nedostatkovy zbozi me: no tak nesmis bourat Mamka: pry to kradou a nestaci se vyrabet me: kdo to krade? Mamka: je to u spolujezdce, tam nesedim | 11:42 AM Mamka: ahoj me: cAU OBAMA je prezident!!!!!!!! Mamka: jojo ja jsme rada, a vy tam me: jj 11:43 AM jo jo, koukali jsme na acceptance speech Mamka: ted jsem musela poslat jednu skupinu domu me: dneska jsem koupila fotak Mamka: dala jsme kazdy 50 a poslal jsme je domu me: jakto?| 12:21 PM me: halooo, uz jste po veceri? 12:22 PM nebo teprv varite? 12:23 PM Mamka: pripravujeme se cekej me: ok - pockej musim se presunout. Mamka: ja taky me: co delate? 12:26 PM Mamka: my jsme pripraveny | Mamka: no úpotrebuju ty pipisky ceskY me: no dobre Mamka: ale nechce me to pustit do tedtoveho pole me: no to nemuzes delat pres textovy pole Mamka: kdyz na to kliknu dvakrat, tak pak nemohu do trextove pole me: musis to otevrit v malvovani 2:07 PM malovani Mamka: no ale je tam kolonka textove pole me: kde? Mamka: tak sae na to podivej prosim a pak me to nauc, cekej me: jaale zadny textovy pole nevidim Mamka: klikni na ten obrazek dvakrat 2:08 PM me: no mam “format picture” Mamka: no to¨je ono me: jo uz ot viim no do toho se nedostanes Mamka: a jak to mam zmenit | 5:05 AM me: uz ma domik jit k dotkorovi? Mamka: sejdeme se tam za deset jedenáct me: a pojedeme kam?Mamka: at ofoti ty zpravy od doktora a vezme s sebou originály me: ok 5:06 AM Mamka: poslal jsem ti seznamy me: jo koukam 5:07 AM Mamka: bohuzel u 4v a 5 mam jedn jmena ale dam to dohromady me: jen jmena? no to staci Mamka: krestni 5:08 AM me: ahaaa

Czech Me OutČeština English Deutsch Español Русский язык

Barb

ora B

atok

ova

KindergartenNursery 8. Základní škola GymnáziumPierra deCoubertina






























Barb

ora B

atok

ova































Barb

ora B

atok

ova































Barb

ora B

atok

ova































Barb

ora B

atok

ova

Micro Perspective reveals the more personal content that I associate with the particular time period in each language.

Macro Perspective shows the overall shift from Czech to English overtime as well as the variety of language studied.

Multiple LayersThe poster has a micro and macro perspective, each communicating different information. The macro perspective demonstrates the variety and intensity of the foreign languages I have studied overtime, as well as the overall shift from my primarily functioning in Czech to primarily functioning in English.

The micro perspective, which is more personal, reveals book lists, grammar topics, words, phrases and other language content that is specific to each language and time period. Since the text is barely visible from farther away, the viewer has to step in closer to discover the second layer of meaning.

Test Prints were used to test out the font size and determine whether the poster can be scaled down to 36 inches in width. However, the text in the boxes wasn’t legible and therefore the poster had to be printed in its original size: 522/3 by 181/3 inches (316p by 110p).

Lessons LearnedDon’t double check. Triple check.After checking the final version twice, I decided to make the font of the two bottom boxes one point larger. Unfortunately I only checked the right box. When I received the final print, I found out the word “childhood” was cut off to “child-.”

Learn how to satisfice.Since I didn’t have enough time to reprint, I trimmed the white background with the cut-off text. The generous amount of white space around the poster was enough to make the content pop out.

Mix colors from three inks whenever possible.When colors are mixed from all four inks, they might print out grainy. This was especially true for the darker reds and the darkest blue. Once mixed from three inks, the colors were less grainy and the text was easier to read.

Feedback from peers is invaluable.Throughout the entire process, the feedback from my peers proved to be invaluable. Not only do they offer fresh eyes for visual characteristics, they help clarify the overall message of the piece.

Lesson 1

Lesson 2

Lesson 3

Lesson 4































Barb

ora B

atok

ova































Barb

ora B

atok

ova

The Final Poster is my educational resume that shows every school I have attended and every foreign language I have studied over the years, revealing my shift from Czech to English. On a more personal level, the poster hints at some of the things I have done in each language during a specific time period.

Barbora Batokova

Documents

Transcript of Barbora Batokova