There You Were | Orada'ydın

Currents of Educational Failure : Tributary Guide For Typography & Language

click on the picture to watch it on youtube

SONGLINE: Another Brick In The Wall, Mrs.Clarke Was A Big Fat Cow

YER: Leura's Long Term Corrective Soowey-Loowey Daycare Facility

>>> □✔ ^^ ★ ♪('y | iğ | ıö), culturally informed understanding, dysgraphia, neuro-diverse education

0037 oradaydin | 1:09 | 9 Jan 2021

>>> chain-linked item: neuro-semantic relations; narrative bridge

Captain's Log, Post Mortem Report [20240909_1434]
Compiling index number [i've truly lost count!], for the post-mortem review of «There You Were». Here's a transcript of the entry that closely represents how it was found in the original state:

There You Were | Orada'ydın

there'you-were
forcing *him'you-were
«you were there» instead of «there you were»
from the side of your work-life's mandate
set in concrete by'your {The_Board_of_Studies
it/s'sh reading strength
in an apathetic state
you let it slide
boğul'ed by your faking lower-cased calligraphy
there'you-were, calligraphy'with-of-yours
there'you-were

~iD-ENTiTY I

* specific person (gendered iD c/o {english constraints)

^^ Advanced Itteration: Guide Post For Tributary River Systems
The second iteration below, serves as a guidepost, communicating the flow of understanding and learning. It was an attempt to integrate complex elements; linguistic nuances, personal experiences, and educational critiques--into a cohesive framework. This version acts as a directional landmark, not just for my son but for others navigating similar challenges. It provides a structured approach to understanding and addressing the multifaceted nature of language and learning, drawing a pathway for future exploration and growth, through the lens of assimilated Turkish, which is now being expressed through English;

Mrs.Clarke, Was A Big Fat Cow!

there you were,
in {turkish, {azeri, {kazak--|
«orada'ydın», «orada'idin», «осында'едің»--| $
each utterance, reflected your essence.
each emphasis, shifted with structure.

amid vowel calibrations,
focused on the [y]-shaped letter--|
in {kazak, a unique symbol,
bridging vowel & consonant,
responsible for making the [u] [uw] [w] sound more concious.

yet faced with corrections & attacks
on your speech & sentence structures,
the flaying sting of imposed norms,
from systems forcing you into molds,
your capitalisations were mere inconveniences.

«write in lowercase!», they inflicted,
but all-caps capitals were your strength.
set in concrete by the {board_of_studies,
rigid rules stifled your true expression.

in a state of disinterest & struggle,
you were pushed into conformity,
drowning in the façade of their lowercased enforcements,
while the true process of learning was utterly trashed.

there you were,
dealing with anemic calligraphy,
stripped of your essence,
with superficial demands eclipsing,
the true skill of self-expression.

a gifted child with a rare talent for {english,
taught to read at six months & independently reading by two,
yet this school saw your gift & brilliance as a mere relief,
nothing more than a break from the <<burden>> of teaching an autistic mind.

their apathy, was a wall against your potential,
hindering and indifferent,
seeing your gift as <<just`a convenience>>.
the true essence of your learning,
overshadowed by their oppressive doctrines.

lost in the margins of a system
that valued uniform`ed conformity over growth,
where the diversity of your voice(s)
and the unique sounds you made,
were drowned out by their rules & neglect.

~iD-ENTiTY II

Learning Documenation | Navigating the Phonetic Nebula:
The video was a record, capturing the the critical moment of fusion with the Kazak [y], which was an awakening that highlighted the importance of understanding [u][uw] and the role of [w] in Turkish, which was obscured by how Latin typography was adopted.

This ★ exercise serves as a first draft note for developing future lessons. It captures the moment of realisation and the need to address and integrate these phonetic elements more consciously in language education, moving beyond superficial corrections to deeper, culturally informed understanding.

Convergence of Typography: Assimilative Compression
At the end of the video, a visual captures my attempt to begin creating a unified typographic method that integrates variations from Turkish, Azeri, and Kazak into a single cohesive representation. This approach reflects my personal learning style and preference. It resembles how hexadecimal compresses binary code into a more manageable format, illustrating why my experience with language feels fragmented and disjointed. The underlying issue seems to be in how the «bits» of language were classified or, perhaps more fundamentally, the realisation that language wasn't inherently designed to fit into a binary framework to begin with.

My goal is to design a writing system that incorporates unique phonetic annotations to enhance clarity in written representation, with typography that can also demonstrates how to speak and listen.

This is the sound of my >>> Magpie Opera being written;

[at the pace of a snail, traveling on hot concrete]

~ My Name Is Ayça, get used to it

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