What's your Minecraft Username?:
ChanclaDies (Applying)
ChanclaVibes (Main)
What's your Discord username?:
ChanclaVibes
What's your Time Zone?:
EST
Provide any link(s) to previous applications:
What are your current roles on the server?:
[Grade-12] Carmen A. Guzmán (ChanclaVibes)
Describe your activity and roleplay experience on the server:
I have played on this server for at least two years now, consistently. I was on the Football team for a recent stretch of time. I am a detailed roleplayer who does extensive planning and fosters collaborative environments with my peers. My schedule is flexible, so I choose my own hours between school and work at the moment, the majority of my weekday availability being from 10 am-6 pm EST and all day during the weekends. I was briefly a part of a faction in FRP as a full-time soldier (Though thats a bit irrelevant here). I have also been writing and roleplaying for almost a decade now, and work semi-professionally as a creative writer.
In your own words, why do you think professors are important to SchoolRP?
Like teachers, professors are important in a few different ways. Firstly, many newcomers end up looking to teachers and professors for initial interactions. Secondly, the classroom is a place where student characters meet each other and develop. Faculty can inspire a variety of character choices for each player they interact with. Classes also fill the school day and help roleplay feel more dynamic, depending on how creative and engaging said classes are. On top of that, professors are here to provide College students a path forward towards degree completion.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes
In-Character Section
ChanclaDies (Applying)
ChanclaVibes (Main)
What's your Discord username?:
ChanclaVibes
What's your Time Zone?:
EST
Provide any link(s) to previous applications:
(Accepted)
(Accepted)
(Denied)
(Accepted)
(Accepted
(Accepted)
(Denied)
(Accepted)
(Accepted
What are your current roles on the server?:
[Grade-12] Carmen A. Guzmán (ChanclaVibes)
Describe your activity and roleplay experience on the server:
I have played on this server for at least two years now, consistently. I was on the Football team for a recent stretch of time. I am a detailed roleplayer who does extensive planning and fosters collaborative environments with my peers. My schedule is flexible, so I choose my own hours between school and work at the moment, the majority of my weekday availability being from 10 am-6 pm EST and all day during the weekends. I was briefly a part of a faction in FRP as a full-time soldier (Though thats a bit irrelevant here). I have also been writing and roleplaying for almost a decade now, and work semi-professionally as a creative writer.
In your own words, why do you think professors are important to SchoolRP?
Like teachers, professors are important in a few different ways. Firstly, many newcomers end up looking to teachers and professors for initial interactions. Secondly, the classroom is a place where student characters meet each other and develop. Faculty can inspire a variety of character choices for each player they interact with. Classes also fill the school day and help roleplay feel more dynamic, depending on how creative and engaging said classes are. On top of that, professors are here to provide College students a path forward towards degree completion.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes
In-Character Section
What's your character's full name?:
Romero Alonzo Santiago
Age: 32
What is your character's nationality?:
Dominican
What is your preferred subject to teach?:
Music/ Music History
Describe the character: How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
Romero is a large Hispanic man with a short beard and medium curly hair. He is seemingly lean built with a large chest and biceps. Dressed usually in some sort of highly stylish yet professional attire, the old money aesthetic type. His hair is a sort of light salt and pepper, though he's rather young for grays. He walks with incredible posture and a measured stride. Santiago is friendly and always happy to talk to whoever passes by. He is a loud, booming presence and voice, the operatic baritone he is. Romero wants to continue to teach as long as he can.
What is your character's outlook on students and co-workers?:
With coworkers, he is always deliberate and fair, and highly professional when it comes to work. Though his demeanor still often reads as overly relaxed at times. Alternatively, with students, he seems to have a more "singer dad" feel. You can often hear him coming far before you see him, and he displays intense compassion and interest in his students, their problems, and their development.
What is their motivation for becoming a professor?:
Romero's goal is to bring new music to Karakura's youth, introducing a dynamic and flexible palate for the arts in the music scene. Whether it be opera, or hyperpop, experimental orchestral arrangements, or whatever else the students and he decide to explore.
Roleplay Scenarios
Romero Alonzo Santiago
Age: 32
What is your character's nationality?:
Dominican
What is your preferred subject to teach?:
Music/ Music History
Describe the character: How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
Romero is a large Hispanic man with a short beard and medium curly hair. He is seemingly lean built with a large chest and biceps. Dressed usually in some sort of highly stylish yet professional attire, the old money aesthetic type. His hair is a sort of light salt and pepper, though he's rather young for grays. He walks with incredible posture and a measured stride. Santiago is friendly and always happy to talk to whoever passes by. He is a loud, booming presence and voice, the operatic baritone he is. Romero wants to continue to teach as long as he can.
What is your character's outlook on students and co-workers?:
With coworkers, he is always deliberate and fair, and highly professional when it comes to work. Though his demeanor still often reads as overly relaxed at times. Alternatively, with students, he seems to have a more "singer dad" feel. You can often hear him coming far before you see him, and he displays intense compassion and interest in his students, their problems, and their development.
What is their motivation for becoming a professor?:
Romero's goal is to bring new music to Karakura's youth, introducing a dynamic and flexible palate for the arts in the music scene. Whether it be opera, or hyperpop, experimental orchestral arrangements, or whatever else the students and he decide to explore.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Santiago will simply sit behind them, laughing loudly. that loud opera house filling laugh that rattles your eardrums. Perhaps playfully tossing papers at the disturbance. Santiago doesn't tolerate disrespect to anyone or their art, and class cannot be interrupted for the rudeness of others. But he's not mean or discretionary. He addresses problems loudly and obnoxiously. "If you're uncomfortable when I do it, then you shouldn't do it either." Dr. Santiago is all about the flow of conversation in a classroom. Everyone deserves an environment that is both interesting and engaging without distraction from the main ideas of each lesson. If the issue persists, a more strict and intimidating side of Romero can slip out. He is loud and large. His focus demands attention unlike any other. He may sit next to you, watching you like a hawk, or perhaps he may dismiss you from class outright, publicly and sternly. He will then write you up to administration and demark grades.
A student doesn’t seem to understand the material, yet hasn’t requested help. What would your character do?
Reaching out to the student is always the first step. Approaching reassuringly, expressing both your concern for the grasp but also your encouragement. If the student is receptive to help, Dr. Santiago's priority is to reassure the student by pointing out their strengths before their weaknesses. Forming a plan to work together to progress. This often means calling the student for a private session after class to really work on the troubled areas. Music is not about perfection but rather practice. Talent only goes so far, and it's the work that counts. Great art is achieved through sweat, tears, and effort, and it takes time.
When in the faculty lounge, how does your character act?
Romero is ever the socialite, always seen with some sort of hot coffee. In the lounge, you will probably see him reviewing pages upon pages of sheet music or score books as he greets everyone walking in with a smile and a sip of his coffee. He often gets sidetracked despite working even in his free time, and will get into long tangent conversations if given the chance. If he's up and about, he's always humming some sort of tune. Likely from whatever show has his fancy at the moment. Every Monday, He'll bring a box of donuts for his colleagues or leave homemade lunches in the fridge for anyone who has forgotten theirs. His goal is to always be a friendly face during a long, hard day!
Provide at least 2 interactive class ideas related to your preferred subject:
CLASS I: SALSA + RHYTHM! One of the best ways to learn rhythm is by using our natural sense of it. Syncopation and imperfection arent set backs but instead a different kind of art. Salsa and styles like Bachata are rhythmically intense and very fun for creative students to improvise with. As a class, we can mess around with different instruments to find what they like, and together we can improvise a Latin-style jam session! Mechanically, this would work by giving groups of students physical instrument items to play with, or can be organized by dividing students into groups and having them RP playing these instruments together, and what they add to the song.
CLASS II: LESSONS IN MUSIC HISTORY! Music isn't just about the now, but about all that came before. Everyone knows about European male composers of the 17-19th centuries, though. Rather, we can discuss the histories of lesser-known composers. Especially POC, Queer, and women composers, and how music is developed by all kinds of people. Homework for this could be to name one fact that you didn't know before the class, or a short quiz regarding the presented information. In this style of class, the aim is to generate intricate and detailed discussion about composers from different time periods, and how their works affected the social circles that were able to listen to them. Getting students to develop broad perspectives about how we as a collective shape culture through art.
CLASS III/ FIELD TRIP?: LET'S WATCH A SHOW! Watching a portion of a musical or opera as a class. (likely with a W2G Link) It's just cool to see. Leaving some time for commentary on style and genre and such. This could be for any style of musical performance and is just a relaxed way to engage everyone as a unit. Alternatively, as a field trip, the class can attend a live music event in town!
CLASS IV: STUDIO PERFORMANCE CLASSES! Drawing from my experience as a music student in college, anyone who wants to can take private lessons with Dr. Santiago, primarily vocal training, but coaching for other instruments will work too, and can prepare pieces during those lessons to present to the class for comments and critiques in this style of class session! This is an open floor format to get feedback on performance etiquette and technique (and Performance RP) and receive notes from your peers in a space built to uplift all students. Scheduled students will perform their piece, receive class commentary, teacher commentary, and may be briefly coached if time permits. (These classes would likely be held at the end of the day and can go into after school hours if the class wants it to)
FIELDTRIP: NATURE + MUSIC! A collaborative class with a biology professor on how nature reacts to music. Animals and plants alike respond to music. Demonstrating as much and allowing students to experiment is great for the understanding of the universal language that is music. Taking the class out to a park or the woods, bringing in pet/ animal characters for the class to play or sing for, and having them respond to individual students for a really diverse and individualized class experience.
Santiago will simply sit behind them, laughing loudly. that loud opera house filling laugh that rattles your eardrums. Perhaps playfully tossing papers at the disturbance. Santiago doesn't tolerate disrespect to anyone or their art, and class cannot be interrupted for the rudeness of others. But he's not mean or discretionary. He addresses problems loudly and obnoxiously. "If you're uncomfortable when I do it, then you shouldn't do it either." Dr. Santiago is all about the flow of conversation in a classroom. Everyone deserves an environment that is both interesting and engaging without distraction from the main ideas of each lesson. If the issue persists, a more strict and intimidating side of Romero can slip out. He is loud and large. His focus demands attention unlike any other. He may sit next to you, watching you like a hawk, or perhaps he may dismiss you from class outright, publicly and sternly. He will then write you up to administration and demark grades.
A student doesn’t seem to understand the material, yet hasn’t requested help. What would your character do?
Reaching out to the student is always the first step. Approaching reassuringly, expressing both your concern for the grasp but also your encouragement. If the student is receptive to help, Dr. Santiago's priority is to reassure the student by pointing out their strengths before their weaknesses. Forming a plan to work together to progress. This often means calling the student for a private session after class to really work on the troubled areas. Music is not about perfection but rather practice. Talent only goes so far, and it's the work that counts. Great art is achieved through sweat, tears, and effort, and it takes time.
When in the faculty lounge, how does your character act?
Romero is ever the socialite, always seen with some sort of hot coffee. In the lounge, you will probably see him reviewing pages upon pages of sheet music or score books as he greets everyone walking in with a smile and a sip of his coffee. He often gets sidetracked despite working even in his free time, and will get into long tangent conversations if given the chance. If he's up and about, he's always humming some sort of tune. Likely from whatever show has his fancy at the moment. Every Monday, He'll bring a box of donuts for his colleagues or leave homemade lunches in the fridge for anyone who has forgotten theirs. His goal is to always be a friendly face during a long, hard day!
Provide at least 2 interactive class ideas related to your preferred subject:
CLASS I: SALSA + RHYTHM! One of the best ways to learn rhythm is by using our natural sense of it. Syncopation and imperfection arent set backs but instead a different kind of art. Salsa and styles like Bachata are rhythmically intense and very fun for creative students to improvise with. As a class, we can mess around with different instruments to find what they like, and together we can improvise a Latin-style jam session! Mechanically, this would work by giving groups of students physical instrument items to play with, or can be organized by dividing students into groups and having them RP playing these instruments together, and what they add to the song.
CLASS II: LESSONS IN MUSIC HISTORY! Music isn't just about the now, but about all that came before. Everyone knows about European male composers of the 17-19th centuries, though. Rather, we can discuss the histories of lesser-known composers. Especially POC, Queer, and women composers, and how music is developed by all kinds of people. Homework for this could be to name one fact that you didn't know before the class, or a short quiz regarding the presented information. In this style of class, the aim is to generate intricate and detailed discussion about composers from different time periods, and how their works affected the social circles that were able to listen to them. Getting students to develop broad perspectives about how we as a collective shape culture through art.
CLASS III/ FIELD TRIP?: LET'S WATCH A SHOW! Watching a portion of a musical or opera as a class. (likely with a W2G Link) It's just cool to see. Leaving some time for commentary on style and genre and such. This could be for any style of musical performance and is just a relaxed way to engage everyone as a unit. Alternatively, as a field trip, the class can attend a live music event in town!
CLASS IV: STUDIO PERFORMANCE CLASSES! Drawing from my experience as a music student in college, anyone who wants to can take private lessons with Dr. Santiago, primarily vocal training, but coaching for other instruments will work too, and can prepare pieces during those lessons to present to the class for comments and critiques in this style of class session! This is an open floor format to get feedback on performance etiquette and technique (and Performance RP) and receive notes from your peers in a space built to uplift all students. Scheduled students will perform their piece, receive class commentary, teacher commentary, and may be briefly coached if time permits. (These classes would likely be held at the end of the day and can go into after school hours if the class wants it to)
FIELDTRIP: NATURE + MUSIC! A collaborative class with a biology professor on how nature reacts to music. Animals and plants alike respond to music. Demonstrating as much and allowing students to experiment is great for the understanding of the universal language that is music. Taking the class out to a park or the woods, bringing in pet/ animal characters for the class to play or sing for, and having them respond to individual students for a really diverse and individualized class experience.
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