Lov
Level 2
About Me
What's your Minecraft Username?: Lovilo13
What's your Discord username?: wringedd
What's your Time Zone?: CDT
What's your Activity?: This shows my activity/avaliability
Provide any link(s) to previous applications:
What are your current roles on the server?:
Why are Teachers so important to SchoolRP?:
Teachers are so important to SchoolRP because they allow players to flourish inside the in-game campus. They also allow the opportunity to grant new types of roleplay, as some people may be focused more towards one thing, they can bring in neutrally everyone. I believe they are also some of the most influential, as most people see the name 'SchoolRP,' and, at least for me, the first thing they'll think about is a teacher.
Do you acknowledge that if you are inactive you may lose your role?: Yes
Do you agree to undergo teacher training if your application is successful?: Yes
In-Character Section
What's your character's full name?: Mae gently opened the door, allowing the interviewer in first, in a surprised gaze, "Oh. ! My name? Uhhhuh. . My name is Mae Vies Aio!"
What is your character's nationality?: Mae cleared her throat, she wasn't expecting to talk so soon, "I'm from a small town in Mexico, so. . Mexican."
What is your preferred subject to teach?: Performing Arts (Music)
Describe your character:
Mae would plant herself to the seat, leaning to the side, gently tossing a small bag to the side of the desk. Leaning forwards with her hands on the table, her right sluggishly sleeping while her left rested, fidgetingly rubbing the top of her right hand. Seeing the interviewer, she quickly adjusted her posture, her formal suit shining, a snazzy boutonnière laying on her chest, sure, it may have been overboard, but her formal posture quickly showed her reasoning, "Hello! How was your day?" She'd quickly step up, offering a handshake over the table, "Ah. . Mine has been quite alright." She'd take her seat as the hands finished shaking, sitting down whilst her hands quickly tucked the chair back under her. She sat calmly, staring intently as the interviewer spoke, "Oh! How would I describe myself. . ?" She'd think for a moment, "Well, I think I'm rather 'upbeat,' if that makes any sense, I love to talk, to the point I feel some people find it excessive, however, I think it's a plus in this job! I love to work out, and. ." Raising her hands, signaling to the room they're in, "I do drums! Percussion, I played in the drumline of my local state back in my hometown at Mexico." Her hands were already down at this point, but as she spoke about percussion, she made numerous hand motions of marching bass drums, snares, quads or quinces, that was uncertain, cymbals and melodic instruments, her hand motions for this resembled the playing of a marimba. "With my personality, I think I'm quite entertaining, it surely won't be an unbearable time for everyone." She'd place her hands to the side, with an exhale followed her words, "My plans for the future. . That's a tough one. . Well, I would like to continue drumming, maybe be known for it," twiddling her fingers in the air, "The drummer who all loved, It rings a bell, like my old director!" With this, she let out a short laugh.
What is your character's outlook on students and co-workers?:
The two-toned hair sat still, her face upholding a confident gaze, the only noises from her were the popping of her fingers, the thumbs, right to left, then fluctuating the rest of the fingers, index to pinkie, three, four times. Her attentive eyes stayed focused to the interviewer's, as the interviewer spoke, she replied in quite the questioning manner, "Ah. . co-workers, I don't have much experience with them, I used to work security for some of the establishments around Karakura, and my co-workers never particularly spoke to me. However, I feel this lack of experience is one of the things I will strive to work on, it's a school of course, not just the students learn!" She hummed to herself for a few seconds after speaking, now, a more cheerful tone, "Ah! And students! I think they're great! Some are fun, kind, others. . not so much. But that's okay! Everyone starts somewhere, and at the end of the day, I'm here to get their wrists turning, and some rhythms booming!" She spoke this in confidence, her mood clearly swaying from the previous statement about, but at last, she rested calmly in her chair with a attentive smile, thus, moving onto the interviewers next question.
What is your character's motivation for teaching?:
Mae stayed seated in the chair, her fingers intertwining in her lap as she leaned forwards to the interviewer's questions, "Oh. My motivation yeah?" She seemed rather happy towards this question, she'd reach into her bag and pulled out 3 polaroid films, each of which, showed her involvement in her schools Drumline. The films were engrained with happy smiles, Mae sat close to melody instruments, mainly the Marimba, but, some xylophones snuck in behind her, the final polaroid had Mae center view, a pair of quince resting at her hips, her foot propped on a marching snare drum, and up high, she hoisted a medium-sized marching bass drum. Around her surrounded various other drummers, her left and right divided snares, behind her were 2 quinces, and behind them were 6 bass drums, fluctuating from large towards the middle, and small to the edges. This polaroid film was labeled, 'BATERÍA, 2006, GANADORES NACIONALES,' Seeing this photo, a proud smile ran across her face, "Ah, this states: Batterie, 2006, National Winners! We had gone to nationals that year, 2006, oh how lovely it was, The smiles on everyone's faces, doing what they loved, the band, but more importantly, the Drumline, or Batterie, we had the best. Time. Ever. It was crazy! And I just hate to pass up the opportunity to give this same effect to others, sure, I may not be able to take 'em everywhere! But I mean, learning the drums, that would be an amazing opportunity for some! And maybe even some events, playing some tunes whilst marching around the school ya' know!?" Her smile faded amply after her showcase, the time was up, she allowed the interviewer their sight to the pictures, before compiling them all together neatly, tapping the desk twice, and putting the photos into the bag besides her.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Mae looks towards the students, the task at hand: a simple paradiddle, a drum rudiment in which the left and right wrist fluctuate in turn-based orders as such; Right, Left, Right, Right, Left, Right, Left, Left, or for short, RLRR, LRLL.
Mae eyed the student's hands, wrist alignment to the drum, and paid close attention with her ears, listening closely to the student's rhythm. Seeing the student's questioning stare, and the audial sight of misplaying, Mae walked to the student, "You are having trouble. . ? I see. Well, best way to go about it, repetition, if your brain gets used to it, it'll be easy as pie. Now, lets start with the left hand, repeat this rhythm." Mae would take the stick, positioning herself parallel to the student across from the drum, with her left hand, she'd play a rhythm consisting of 8 triplets, 2 measures, filled with 4 triplets, followed by a repeat, adding up to 16 triplets, then, Mae signaled the tip of her stick towards the student. "Now, go ahead and play this rhythm," Seeing the student play this rhythm, she nodded along with the triplets, tapping the stick on the side of the music stand in a 4/4ths tempo, this, was perfected through years of loud banging from a baton. "Good, now, play it with the right," She'd reach her hand out for the second stick, now, playing the same rhythm with her right hand, 16 consecutive triplets, but, this time, her right hand played a differentiating rhythm, of rim clicks, these, played as triplets, 'TRIP-pull-ET, trip-PULL-ET, TRIP-pull-ET.' The louder hits being rim clicks, she then pointed the sticks to the student once more, "Now go ahead," Nodded along, tapping, now, in halftime 4/4ths, "Great! Now, try once more, the main rhythm, start slow, and gain tempo rapidly." She'd point her baton to the student, "Absolutely amazing!" A thrilled face now on Mae, reaching into her dark coat, pulling out a sticker sheet, planting the sticker onto the student's sheet music, "Keep it up, ya' got some real skill now!"
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
There would be three steps in dealing with unpredictable students like described, a '3 chances' sort of deal, as Mae describes it.
Of course, as all punishments go, chances depend on severity, if someone is fighting, they're not going to get the same amount of chances as someone being disruptive, but not causing harm. Following this;
Mae notices the class getting disruptive, her drum-bashed ears allowing her to concentrate through the noise, however, others may not have the same experience as her. She scopes the class, noticing anyone that may be the root of the problem, and reminding them to calm down, as well as the rest of the class. She'd do so, by repeatedly tapping the baton on the extended music stand that resided in front of her, this, releasing a crashing 'Bang! Bang! Bang! Bang!' noise, ringing throughout the classroom.
Mae sat blankly in her chair. . Looking around the classroom, giving a few smiles to the quiet kids, swinging her legs in the chair, in hopes for the class to return to learning, after seeing this isn't an option, she'd clash her baton to the music stand. "Everybody, quiet. Now. Do not make me tell you again, please, now, lets get back to our topic. . ." Her voice was rather annoyed at this time.
The final time, Mae already had an extremely displeased look. She'd clash the baton against the stand, 'BANG. BANG. BANG. BANG.' "I have had enough! Now. Be quiet, or report to detention after school you hear?" A loud sigh rang from her throat, one that seemed to hope to lay a point down, the aggravated Mae returned to conducting, tapping the baton, now lighter, on the stand. Her other hand flipping through music.
Provide at least 2 interactive class ideas related to your preferred subject:
Inside the class, resided numerous glockenspiels, and in front, sat a marimba, next to Mae's desk. Mae would stand in front of this, two mallets in hands, she'd play a quick 3-octave F scale. "Hello! Welcome in, welcome in! Today we are learning a few simple scales on the glockenspiel's in front of you! Though, it may look hard, that's what percussion is! It looks a LOT harder than it truly is! We'll be learning how to easily decide where the positioning of the notes are, and how to play a simple scale using the notes we learn today!
Opening the doors, the class was armed with a batterie of snares! Oh, this is going to get loud! "Today, we will be learning a rather challenging rhythm, the RAPTOR!!! This is a cadence that I LOVED back in high school, and even college! Sheet music containing the Raptor music was supplied on every snare, each, with a music stand in front of them!
Have you read and understand the Teacher Application Guidance thread?
Yes
What's your Minecraft Username?: Lovilo13
What's your Discord username?: wringedd
What's your Time Zone?: CDT
What's your Activity?: This shows my activity/avaliability
| SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
| 1PM-9PM | 3PM-9PM | 3PM-5PM , 8PM-9PM | 3PM-6PM , 7-8PM | 3PM-5PM , 8PM-9PM | 3PM-9PM | 1PM-9PM |
| Free | School | School/Practice | School/Youth | School/Practice | School | Free |
Provide any link(s) to previous applications:
What are your current roles on the server?:
- Mae V. Aio: College
Why are Teachers so important to SchoolRP?:
Teachers are so important to SchoolRP because they allow players to flourish inside the in-game campus. They also allow the opportunity to grant new types of roleplay, as some people may be focused more towards one thing, they can bring in neutrally everyone. I believe they are also some of the most influential, as most people see the name 'SchoolRP,' and, at least for me, the first thing they'll think about is a teacher.
Do you acknowledge that if you are inactive you may lose your role?: Yes
Do you agree to undergo teacher training if your application is successful?: Yes
In-Character Section
What is your character's nationality?: Mae cleared her throat, she wasn't expecting to talk so soon, "I'm from a small town in Mexico, so. . Mexican."
What is your preferred subject to teach?: Performing Arts (Music)
Describe your character:
Mae would plant herself to the seat, leaning to the side, gently tossing a small bag to the side of the desk. Leaning forwards with her hands on the table, her right sluggishly sleeping while her left rested, fidgetingly rubbing the top of her right hand. Seeing the interviewer, she quickly adjusted her posture, her formal suit shining, a snazzy boutonnière laying on her chest, sure, it may have been overboard, but her formal posture quickly showed her reasoning, "Hello! How was your day?" She'd quickly step up, offering a handshake over the table, "Ah. . Mine has been quite alright." She'd take her seat as the hands finished shaking, sitting down whilst her hands quickly tucked the chair back under her. She sat calmly, staring intently as the interviewer spoke, "Oh! How would I describe myself. . ?" She'd think for a moment, "Well, I think I'm rather 'upbeat,' if that makes any sense, I love to talk, to the point I feel some people find it excessive, however, I think it's a plus in this job! I love to work out, and. ." Raising her hands, signaling to the room they're in, "I do drums! Percussion, I played in the drumline of my local state back in my hometown at Mexico." Her hands were already down at this point, but as she spoke about percussion, she made numerous hand motions of marching bass drums, snares, quads or quinces, that was uncertain, cymbals and melodic instruments, her hand motions for this resembled the playing of a marimba. "With my personality, I think I'm quite entertaining, it surely won't be an unbearable time for everyone." She'd place her hands to the side, with an exhale followed her words, "My plans for the future. . That's a tough one. . Well, I would like to continue drumming, maybe be known for it," twiddling her fingers in the air, "The drummer who all loved, It rings a bell, like my old director!" With this, she let out a short laugh.
What is your character's outlook on students and co-workers?:
The two-toned hair sat still, her face upholding a confident gaze, the only noises from her were the popping of her fingers, the thumbs, right to left, then fluctuating the rest of the fingers, index to pinkie, three, four times. Her attentive eyes stayed focused to the interviewer's, as the interviewer spoke, she replied in quite the questioning manner, "Ah. . co-workers, I don't have much experience with them, I used to work security for some of the establishments around Karakura, and my co-workers never particularly spoke to me. However, I feel this lack of experience is one of the things I will strive to work on, it's a school of course, not just the students learn!" She hummed to herself for a few seconds after speaking, now, a more cheerful tone, "Ah! And students! I think they're great! Some are fun, kind, others. . not so much. But that's okay! Everyone starts somewhere, and at the end of the day, I'm here to get their wrists turning, and some rhythms booming!" She spoke this in confidence, her mood clearly swaying from the previous statement about, but at last, she rested calmly in her chair with a attentive smile, thus, moving onto the interviewers next question.
What is your character's motivation for teaching?:
Mae stayed seated in the chair, her fingers intertwining in her lap as she leaned forwards to the interviewer's questions, "Oh. My motivation yeah?" She seemed rather happy towards this question, she'd reach into her bag and pulled out 3 polaroid films, each of which, showed her involvement in her schools Drumline. The films were engrained with happy smiles, Mae sat close to melody instruments, mainly the Marimba, but, some xylophones snuck in behind her, the final polaroid had Mae center view, a pair of quince resting at her hips, her foot propped on a marching snare drum, and up high, she hoisted a medium-sized marching bass drum. Around her surrounded various other drummers, her left and right divided snares, behind her were 2 quinces, and behind them were 6 bass drums, fluctuating from large towards the middle, and small to the edges. This polaroid film was labeled, 'BATERÍA, 2006, GANADORES NACIONALES,' Seeing this photo, a proud smile ran across her face, "Ah, this states: Batterie, 2006, National Winners! We had gone to nationals that year, 2006, oh how lovely it was, The smiles on everyone's faces, doing what they loved, the band, but more importantly, the Drumline, or Batterie, we had the best. Time. Ever. It was crazy! And I just hate to pass up the opportunity to give this same effect to others, sure, I may not be able to take 'em everywhere! But I mean, learning the drums, that would be an amazing opportunity for some! And maybe even some events, playing some tunes whilst marching around the school ya' know!?" Her smile faded amply after her showcase, the time was up, she allowed the interviewer their sight to the pictures, before compiling them all together neatly, tapping the desk twice, and putting the photos into the bag besides her.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Mae looks towards the students, the task at hand: a simple paradiddle, a drum rudiment in which the left and right wrist fluctuate in turn-based orders as such; Right, Left, Right, Right, Left, Right, Left, Left, or for short, RLRR, LRLL.
Mae eyed the student's hands, wrist alignment to the drum, and paid close attention with her ears, listening closely to the student's rhythm. Seeing the student's questioning stare, and the audial sight of misplaying, Mae walked to the student, "You are having trouble. . ? I see. Well, best way to go about it, repetition, if your brain gets used to it, it'll be easy as pie. Now, lets start with the left hand, repeat this rhythm." Mae would take the stick, positioning herself parallel to the student across from the drum, with her left hand, she'd play a rhythm consisting of 8 triplets, 2 measures, filled with 4 triplets, followed by a repeat, adding up to 16 triplets, then, Mae signaled the tip of her stick towards the student. "Now, go ahead and play this rhythm," Seeing the student play this rhythm, she nodded along with the triplets, tapping the stick on the side of the music stand in a 4/4ths tempo, this, was perfected through years of loud banging from a baton. "Good, now, play it with the right," She'd reach her hand out for the second stick, now, playing the same rhythm with her right hand, 16 consecutive triplets, but, this time, her right hand played a differentiating rhythm, of rim clicks, these, played as triplets, 'TRIP-pull-ET, trip-PULL-ET, TRIP-pull-ET.' The louder hits being rim clicks, she then pointed the sticks to the student once more, "Now go ahead," Nodded along, tapping, now, in halftime 4/4ths, "Great! Now, try once more, the main rhythm, start slow, and gain tempo rapidly." She'd point her baton to the student, "Absolutely amazing!" A thrilled face now on Mae, reaching into her dark coat, pulling out a sticker sheet, planting the sticker onto the student's sheet music, "Keep it up, ya' got some real skill now!"
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
There would be three steps in dealing with unpredictable students like described, a '3 chances' sort of deal, as Mae describes it.
Of course, as all punishments go, chances depend on severity, if someone is fighting, they're not going to get the same amount of chances as someone being disruptive, but not causing harm. Following this;
Mae notices the class getting disruptive, her drum-bashed ears allowing her to concentrate through the noise, however, others may not have the same experience as her. She scopes the class, noticing anyone that may be the root of the problem, and reminding them to calm down, as well as the rest of the class. She'd do so, by repeatedly tapping the baton on the extended music stand that resided in front of her, this, releasing a crashing 'Bang! Bang! Bang! Bang!' noise, ringing throughout the classroom.
Mae sat blankly in her chair. . Looking around the classroom, giving a few smiles to the quiet kids, swinging her legs in the chair, in hopes for the class to return to learning, after seeing this isn't an option, she'd clash her baton to the music stand. "Everybody, quiet. Now. Do not make me tell you again, please, now, lets get back to our topic. . ." Her voice was rather annoyed at this time.
The final time, Mae already had an extremely displeased look. She'd clash the baton against the stand, 'BANG. BANG. BANG. BANG.' "I have had enough! Now. Be quiet, or report to detention after school you hear?" A loud sigh rang from her throat, one that seemed to hope to lay a point down, the aggravated Mae returned to conducting, tapping the baton, now lighter, on the stand. Her other hand flipping through music.
Provide at least 2 interactive class ideas related to your preferred subject:
Inside the class, resided numerous glockenspiels, and in front, sat a marimba, next to Mae's desk. Mae would stand in front of this, two mallets in hands, she'd play a quick 3-octave F scale. "Hello! Welcome in, welcome in! Today we are learning a few simple scales on the glockenspiel's in front of you! Though, it may look hard, that's what percussion is! It looks a LOT harder than it truly is! We'll be learning how to easily decide where the positioning of the notes are, and how to play a simple scale using the notes we learn today!
Opening the doors, the class was armed with a batterie of snares! Oh, this is going to get loud! "Today, we will be learning a rather challenging rhythm, the RAPTOR!!! This is a cadence that I LOVED back in high school, and even college! Sheet music containing the Raptor music was supplied on every snare, each, with a music stand in front of them!
Have you read and understand the Teacher Application Guidance thread?
Yes
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