ElLily
Level 12
About Me
What's your Minecraft Username?:
ElLily
What's your Discord username?:
@ssupersauruss
What's your Time Zone?:
Gmt+2 | Finland
Provide any link(s) to previous applications:
Priest Application [ACCEPTED]
Professor Application [ACCEPTED]
Russian Lang [ACCEPTED]
3rd-lang-authorization [ACCEPTED]
Korean lang [ACCEPTED]
Mandarin Lang [ACCEPTED]
Korean Lang [ACCEPTED]
Finnish Lang [ACCEPTED]
Finnish Lang [DENIED]
What are your current roles on the server?:
[MAIN] Betty 'Grandma' Takada [Adult]| ElLily
[ALT] Venla Vaaherkumpu [Grade-12] | DyslexiMina
Why are Teachers so important to SchoolRP?:
Simply put, SchoolRP wouldn’t really be a school roleplay without teachers. But if we go deeper into the question, teachers are often one of the first people new players see/meet when trying out the server. They set an example of what more serious, yet still fun, roleplay could look like. However their importance goes far deeper than that.
Most SchoolRP players have experienced at least one moment where they have felt bored due to the lack of things to do. School, especially lessons, is an activity that keeps many players interested in the game. Teachers influence and give things for the characters to do, not just with lessons, but other things like. Homework, fieldtrips, classroom events, and grades posted on the class bulletin give the characters things to talk about and do after school hours, making after school and weekend periods less boring. Teachers also look after the exam halls during college exams.
Teachers help to set the mood and allow characters' personalities to shine in roleplays. From bad grades to detentions, teachers play a role in showing the student's personalities in general, whether it's a teacher's pet or a straight-A student. Teachers are the one helping these moments to happen.
Moreover, teachers don't just help with character development, but they also assist players OOCly unconsciously. As I mentioned earlier, they set an example of what more serious roleplay could look alike, helping newer players learn from observing teachers and the experienced players roleplaying around them. New players can also join in to the lessons and practice detailrp themselves.
In the more roleplay sense, teachers also help keep the students "safe" alongside fellow school staff, whether from fights or other issues the students may have. Keeping the school in order.
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
ElLily
What's your Discord username?:
@ssupersauruss
What's your Time Zone?:
Gmt+2 | Finland
Provide any link(s) to previous applications:
Priest Application [ACCEPTED]
Professor Application [ACCEPTED]
Russian Lang [ACCEPTED]
3rd-lang-authorization [ACCEPTED]
Korean lang [ACCEPTED]
Mandarin Lang [ACCEPTED]
Korean Lang [ACCEPTED]
Finnish Lang [ACCEPTED]
Finnish Lang [DENIED]
What are your current roles on the server?:
[MAIN] Betty 'Grandma' Takada [Adult]| ElLily
[ALT] Venla Vaaherkumpu [Grade-12] | DyslexiMina
Why are Teachers so important to SchoolRP?:
Simply put, SchoolRP wouldn’t really be a school roleplay without teachers. But if we go deeper into the question, teachers are often one of the first people new players see/meet when trying out the server. They set an example of what more serious, yet still fun, roleplay could look like. However their importance goes far deeper than that.
Most SchoolRP players have experienced at least one moment where they have felt bored due to the lack of things to do. School, especially lessons, is an activity that keeps many players interested in the game. Teachers influence and give things for the characters to do, not just with lessons, but other things like. Homework, fieldtrips, classroom events, and grades posted on the class bulletin give the characters things to talk about and do after school hours, making after school and weekend periods less boring. Teachers also look after the exam halls during college exams.
Teachers help to set the mood and allow characters' personalities to shine in roleplays. From bad grades to detentions, teachers play a role in showing the student's personalities in general, whether it's a teacher's pet or a straight-A student. Teachers are the one helping these moments to happen.
Moreover, teachers don't just help with character development, but they also assist players OOCly unconsciously. As I mentioned earlier, they set an example of what more serious roleplay could look alike, helping newer players learn from observing teachers and the experienced players roleplaying around them. New players can also join in to the lessons and practice detailrp themselves.
In the more roleplay sense, teachers also help keep the students "safe" alongside fellow school staff, whether from fights or other issues the students may have. Keeping the school in order.
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
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What's your character's full name?:
Puro Järvenpohjankoski
What is your character's nationality?:
Finnish
What is your preferred subject to teach?:
Art
Describe your character:
A passerby
When walking past Puro, one might first notice their simple, honey blonde hair that reaches down to their nape, paired with the sweet scent of vanillacoming from them. Their sky blue eyes catch your mind, though they rarely hold a eye-contact for too long. Puro's posture tends to be a slightly slouched, mostly when walking, as though they are trying to keep a low profile with shy, small movements. When standing straight, they appear to be about 5’7” with a slender build. Their expression is often neutral, even distant at times. They might leave an rude impression at first, but for those that are more emotionally intelligent it's easy to notice that they are just quietly observing the room and the conversations around them, rather than actively participating in them. Puro is typically seen wearing plain and simple, unassuming clothing. Don't get me wrong, Puro's clothing changes daily, but none of them ever seem to be that eye-catching or bold.
When you first talk with puro
When one would first talk to Puro, they would seem rather shy and quiet, answering with short and straight on point answers. They wouldn’t hold eye contact for long, often looking around the room instead. Their voice would be soft, a little hesitant, and it would be clear atleast for the more watchful eyes that they were choosing their words carefully. Despite what one might first see from Puro, Puro wasn’t rude at all, they were just shy, and maybe even a bit unsure about how to engage in the conversations. Even though their words and eye-contact mirrored their shyness, it was obvious that Puro was paying close attention and genuinely listening to the conversation.
In longer or/and more frequent conversations, glimpses of Puro’s humor would be noticed. While Puro would never be overly outgoing or loud, they would start to give more detailed responses and even ask questions themselves, particularly on topics that genuinely interest them, such as art and tattooing. These moments, though rare, reveal a deeper side of Puro.
Classroom
In the classroom it’s as if Puro becomes a completely different person. Their passion for art becomes increasingly obvious as the lesson goes on. Although their voice might still be a bit quiet at first, the confidence and enthusiasm about the subject becomes more and more apparent as time goes on. Puro’s body language shifts from shy and small movements to bigger gestures as they yapped about art. Their tone of voice, while still warm, gains an obvious excitement that can’t be missed. Inside the classroom, Puro loves to engage with the students, regularly asking them questions and encouraging them to share their views on art. Then offer constructive feedback in a supportive, non-judgmental way, giving an positive environment for the students to practice art in.
What is your character's outlook on students and co-workers?:
Students
Puro’s view on students is shaped by their observant nature and deep love for art. They see each student as an individual with an unique story to tell, and because of this, they respect every student's creativity. Puro wants to create an classroom environment where students feel safe enough to express their emotions through art, without having to fear of being judged or made fun of by others. Puro's own shyness gives them an advantage in connecting with students who may share similar struggles with opening up and finding their own place in the world.
While Puro understands that not everyone will share the same level of passion for art, if any at all. They still work to encourage and inspire those less interested students to at least give it a try. Puro doesn’t believe in art needing to "look a certain way" or in things like "good" or "bad" art. For them, it’s all about the story, the expression, and the personal growth that the art tells. Through their passion, Puro gives students a chance to find who they are and express themselves and their voices freely through art.
Co-workers
While Puro might not be the most social or chatiest person in the room, when it comes to their co-workers, they treat everyone with respect and kindness. Rather than engaging in small talk, Puro prefers to quietly observe the room and often takes on the role of a listener in workplace conversations, except when the topic comes into art. Art is something Puro could yap about endlessly, their quietpersonality fast turning to genuine excitement and passion.
At first glance, one might mistake Puro’s quietness for disinterest, but that’s far from the truth. Puro simply takes time to warm up to others, and to those who take their time to get and know them, they can be surprisingly engaging in the conversations with people that they trust.
Puro tends to avoid gossip and workplace drama, preferring to keep their personal problems to themselves. This can sometimes make them seem bit distant or unapproachable to their co-workers. However, those who take the time to get to know with Puro will find someone who is reliable, caring, and always willing to lend a hand when needed.
What is your character's motivation for teaching?:
Puro’s motivation for teaching comes from their deep passion for art, that began in their early teens. Puro’s foster father was a tattoo artist, a profession that started Puro’s interest and admiration for art. For Puro, art became a way to express their emotions when it was hard to find the right words. Art was an way of communicating that allowed their quiet personality to speak volumes. Teaching, therefore, gives Puro an opportunity to share their passion and interest with others.
Having grown up facing their own struggles, such as the loss of their family, shyness, and difficulty connecting with their peers. Puro understands firsthand how art can provide comfort and an voice for those who feel unheard or/and unseen. They are motivated by the belief that art can serve as a safe space for people, an space where they can freely express themselves without the pressure of fitting into the social standards or expectations that humanity has set. Through teaching Puro hopes to inspire young students to use creativity as an tool for expression and healing.
Roleplay Scenarios
Puro Järvenpohjankoski
What is your character's nationality?:
Finnish
What is your preferred subject to teach?:
Art
Describe your character:
Puro was born on the 6th of April, at 1996. They were raised in a rather small town called Isokyrö, in the Etelä-Pohjanmaa's province of Finland. Puro grew up in a middle-class family, which was stable financially, owning a little townhouse with a children's playground nearby, where Puro spent most of their early childhood playing and chatting with other children. In addition to Puro and their parents, Puro had a younger brother named Pyry. Puro’s parents loved both of them dearly and tried to share their love equally. However, Pyry sometimes received a bit more attention due to being the younger sibling, and needing more care. But that was only because Pyry was younger, and required more attention compared to Puro.
When Puro was around 6 years old, the worst thing imaginable happened. Puro lost their family in a house fire, caused by the boiler room. (‘Pannuhuone’, or boiler room, are a very popular heating choice in Finland, especially in the countryside and older houses.) It all happened while Puro was staying at their kindergarten friend’s house for a sleepover. Due to poor maintenance of the boiler room, the boiler furnace overheated, causing the house to catch fire, room by room, while everyone was asleep.
After losing their family, Puro was placed into the Finnish foster care system, where they moved between different foster families until the age of 9. Due to constantly moving, Puro never had the chance to get to know their foster families well enough to open up about the events of that tragic night to anyone. Puro could only reflect on those events alone, slowly building up their quiet and shy personality from the once chatty child. Was it a trauma response?
Puro moved from foster home to foster home until the age of 9, when they were placed with a more permanent foster family. This family consisted of Puro and their two foster parents. Their foster mother was a paramedic, meaning she often worked 24-hour shifts, leaving Puro to spend most of their time with their foster father, who was a freelance tattoo artist. Puro hadn’t yet found any personal interest due to constantly moving, but once they settled down, they quickly became interested in their foster father’s job and the world of art. Quiet Puro could often be found coloring in, their foster father's tattoos with markers or doodling in sketchbooks.
Puro had a hard time making friends in middle and high school due to their quiet nature. They were never bullied, but were often left out, as most of their peers saw them as distant and disinterested. However, despite all of that, Puro did moderately well at school, especially in art, which had become their hobby over the years. When Puro was on the 12th grade, they went on a 6-month long exchange student trip to Karakura, Japan. There, they fell in love with the place and swore that they would visit the island again someday.
Originally, Puro’s plan was to become a tattoo artist, just like their foster father. However, after much thought, Puro decided to follow a different path. They still continued to tattoo as a side hustle once in a while, but chose to become an art teacher instead. This way, they could still work with something they deeply love, that being art, while earning a more stable paycheck. Puro began their art teacher studies in September 2014 at the University of Lapland, Finland, where they studied for 5 years before completing their degree. in finland during their studies, students studying to become teachers have an opportunities to work as substitute teachers at local schools, which is what Puro did throughout their studies, putting their tattoo hobby on the side. After finishing their studies, Puro continued working as an art teacher at one of the schools where they had previously worked as a substitute, gaining valuable experience in the field. At the age of 28, Karakura came back to Puro’s mind. They missed the place deeply, so they decided to quit their job, book a one-way ticket, and settle down there.
When Puro was around 6 years old, the worst thing imaginable happened. Puro lost their family in a house fire, caused by the boiler room. (‘Pannuhuone’, or boiler room, are a very popular heating choice in Finland, especially in the countryside and older houses.) It all happened while Puro was staying at their kindergarten friend’s house for a sleepover. Due to poor maintenance of the boiler room, the boiler furnace overheated, causing the house to catch fire, room by room, while everyone was asleep.
After losing their family, Puro was placed into the Finnish foster care system, where they moved between different foster families until the age of 9. Due to constantly moving, Puro never had the chance to get to know their foster families well enough to open up about the events of that tragic night to anyone. Puro could only reflect on those events alone, slowly building up their quiet and shy personality from the once chatty child. Was it a trauma response?
Puro moved from foster home to foster home until the age of 9, when they were placed with a more permanent foster family. This family consisted of Puro and their two foster parents. Their foster mother was a paramedic, meaning she often worked 24-hour shifts, leaving Puro to spend most of their time with their foster father, who was a freelance tattoo artist. Puro hadn’t yet found any personal interest due to constantly moving, but once they settled down, they quickly became interested in their foster father’s job and the world of art. Quiet Puro could often be found coloring in, their foster father's tattoos with markers or doodling in sketchbooks.
Puro had a hard time making friends in middle and high school due to their quiet nature. They were never bullied, but were often left out, as most of their peers saw them as distant and disinterested. However, despite all of that, Puro did moderately well at school, especially in art, which had become their hobby over the years. When Puro was on the 12th grade, they went on a 6-month long exchange student trip to Karakura, Japan. There, they fell in love with the place and swore that they would visit the island again someday.
Originally, Puro’s plan was to become a tattoo artist, just like their foster father. However, after much thought, Puro decided to follow a different path. They still continued to tattoo as a side hustle once in a while, but chose to become an art teacher instead. This way, they could still work with something they deeply love, that being art, while earning a more stable paycheck. Puro began their art teacher studies in September 2014 at the University of Lapland, Finland, where they studied for 5 years before completing their degree. in finland during their studies, students studying to become teachers have an opportunities to work as substitute teachers at local schools, which is what Puro did throughout their studies, putting their tattoo hobby on the side. After finishing their studies, Puro continued working as an art teacher at one of the schools where they had previously worked as a substitute, gaining valuable experience in the field. At the age of 28, Karakura came back to Puro’s mind. They missed the place deeply, so they decided to quit their job, book a one-way ticket, and settle down there.
A passerby
When walking past Puro, one might first notice their simple, honey blonde hair that reaches down to their nape, paired with the sweet scent of vanillacoming from them. Their sky blue eyes catch your mind, though they rarely hold a eye-contact for too long. Puro's posture tends to be a slightly slouched, mostly when walking, as though they are trying to keep a low profile with shy, small movements. When standing straight, they appear to be about 5’7” with a slender build. Their expression is often neutral, even distant at times. They might leave an rude impression at first, but for those that are more emotionally intelligent it's easy to notice that they are just quietly observing the room and the conversations around them, rather than actively participating in them. Puro is typically seen wearing plain and simple, unassuming clothing. Don't get me wrong, Puro's clothing changes daily, but none of them ever seem to be that eye-catching or bold.
When you first talk with puro
When one would first talk to Puro, they would seem rather shy and quiet, answering with short and straight on point answers. They wouldn’t hold eye contact for long, often looking around the room instead. Their voice would be soft, a little hesitant, and it would be clear atleast for the more watchful eyes that they were choosing their words carefully. Despite what one might first see from Puro, Puro wasn’t rude at all, they were just shy, and maybe even a bit unsure about how to engage in the conversations. Even though their words and eye-contact mirrored their shyness, it was obvious that Puro was paying close attention and genuinely listening to the conversation.
In longer or/and more frequent conversations, glimpses of Puro’s humor would be noticed. While Puro would never be overly outgoing or loud, they would start to give more detailed responses and even ask questions themselves, particularly on topics that genuinely interest them, such as art and tattooing. These moments, though rare, reveal a deeper side of Puro.
Classroom
In the classroom it’s as if Puro becomes a completely different person. Their passion for art becomes increasingly obvious as the lesson goes on. Although their voice might still be a bit quiet at first, the confidence and enthusiasm about the subject becomes more and more apparent as time goes on. Puro’s body language shifts from shy and small movements to bigger gestures as they yapped about art. Their tone of voice, while still warm, gains an obvious excitement that can’t be missed. Inside the classroom, Puro loves to engage with the students, regularly asking them questions and encouraging them to share their views on art. Then offer constructive feedback in a supportive, non-judgmental way, giving an positive environment for the students to practice art in.
What is your character's outlook on students and co-workers?:
Students
Puro’s view on students is shaped by their observant nature and deep love for art. They see each student as an individual with an unique story to tell, and because of this, they respect every student's creativity. Puro wants to create an classroom environment where students feel safe enough to express their emotions through art, without having to fear of being judged or made fun of by others. Puro's own shyness gives them an advantage in connecting with students who may share similar struggles with opening up and finding their own place in the world.
While Puro understands that not everyone will share the same level of passion for art, if any at all. They still work to encourage and inspire those less interested students to at least give it a try. Puro doesn’t believe in art needing to "look a certain way" or in things like "good" or "bad" art. For them, it’s all about the story, the expression, and the personal growth that the art tells. Through their passion, Puro gives students a chance to find who they are and express themselves and their voices freely through art.
Co-workers
While Puro might not be the most social or chatiest person in the room, when it comes to their co-workers, they treat everyone with respect and kindness. Rather than engaging in small talk, Puro prefers to quietly observe the room and often takes on the role of a listener in workplace conversations, except when the topic comes into art. Art is something Puro could yap about endlessly, their quietpersonality fast turning to genuine excitement and passion.
At first glance, one might mistake Puro’s quietness for disinterest, but that’s far from the truth. Puro simply takes time to warm up to others, and to those who take their time to get and know them, they can be surprisingly engaging in the conversations with people that they trust.
Puro tends to avoid gossip and workplace drama, preferring to keep their personal problems to themselves. This can sometimes make them seem bit distant or unapproachable to their co-workers. However, those who take the time to get to know with Puro will find someone who is reliable, caring, and always willing to lend a hand when needed.
What is your character's motivation for teaching?:
Puro’s motivation for teaching comes from their deep passion for art, that began in their early teens. Puro’s foster father was a tattoo artist, a profession that started Puro’s interest and admiration for art. For Puro, art became a way to express their emotions when it was hard to find the right words. Art was an way of communicating that allowed their quiet personality to speak volumes. Teaching, therefore, gives Puro an opportunity to share their passion and interest with others.
Having grown up facing their own struggles, such as the loss of their family, shyness, and difficulty connecting with their peers. Puro understands firsthand how art can provide comfort and an voice for those who feel unheard or/and unseen. They are motivated by the belief that art can serve as a safe space for people, an space where they can freely express themselves without the pressure of fitting into the social standards or expectations that humanity has set. Through teaching Puro hopes to inspire young students to use creativity as an tool for expression and healing.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
If Puro noticed student struggling themselves instead of asking for help. Puro, being very good at observing the world around them, would first observe the student from further away, looking for any signs that the student wouldn’t actually want help and at the same time try to understand what the student might be struggling with. Since he knows that even gestures that could seem nice to others could really make someone’s day worse, maybe the student doesn’t want to be seen. If there wouldn’t be any of those kinds of signs, Puro would walk up to the student and talk to them in a quiet and calm tone, making sure not to draw any unwanted attention from the fellow students around them. If it became obvious that the child did not want the help, Puro would step back and continue the lesson normally, before checking on them once again deeper into the lesson. If the student however asked for help themselves or would accept help deeper into the lesson.
Puro would break down the problem into smaller pieces so that it was easier for the student to understand. Whether it was the tools or the art medium itself, Puro would take his time and make sure that the child understands it, using sketches, examples, and demonstrations to help, while still reminding the student that there is no wrong or bad way of doing art. If the child would still struggle, Puro would offer the child to stay after class to learn about the thing more.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Puro would handle the student with an empathetic and calm approach. They would first try to manage the situation by just slightly pausing the lesson or making eye contact with the disruptive student as a calm signal for them to cool things down. Recognizing that bad behavior often signals inner struggles, Puro would observe the student closely, trying to identify if they are having trouble with the task or facing other issues. If the student continues the disruptive behavior, Puro would depending on the situation, likely ask the student a question related to the lesson, redirecting their attention from the bad behavior to the task instead.
After the lesson, Puro would approach the student privately and ask if everything is okay. Their approach would aim to make the student feel heard and understood rather than scolded. If the behavior continues despite Puro's efforts, Puro would take all the necessary steps to ensure that the student does not disrupt the classroom anymore. After all, Puro wants their class to be a safe space. In such case, Puro would use things like warnings, school counselors, detention slips, or, in the worst case scenario, seek help from the SLT. However, Puro would only take these steps after trying to connect with the student first, as they believe in listening rather than scolding.
Provide at least 2 interactive class ideas related to your preferred subject:
Paint with music
Paint with Music is an interactive lesson where two very different art forms, visual arts and music, come together to create one. Various music tracks are played throughout the lesson, from all kinds of different genres and themes. Instead of painting something realistic, students are encouraged to let the music inspire and control their painting, influencing everything from the colors to the shapes they create.
How would it work icly?
Students would all be given an empty notebook, working as ‘paper’, where they would be expected to detailRP their drawings. The teacher would have chosen a few music tracks in advance before the class. In the roleplay, the teacher would be playing the music for the whole class. But in reality (Oocly), the students would have to search for the song by its name by themselves via Google, Spotify, etc. (Since links don’t work). There would also be an option for the students to listen to their own songs, due to some players being limited oocly on what apps they can use or what kind of music they can listen to. This way, no one will be left out from the lesson due to ooc reasons. At the end of the class, students would go icly around the classroom with their drawings, discussing with each other how the music affected their art and what kind of emotions they felt etc.
Build with recyclables
Build with recyclables is an interactive lesson where students use all kinds of recyclable materials to create art projects such as structures, dioramas and other stuff. The lesson teaches students about sustainability and encourages students to think outside the box and repurpose used items.If Puro noticed student struggling themselves instead of asking for help. Puro, being very good at observing the world around them, would first observe the student from further away, looking for any signs that the student wouldn’t actually want help and at the same time try to understand what the student might be struggling with. Since he knows that even gestures that could seem nice to others could really make someone’s day worse, maybe the student doesn’t want to be seen. If there wouldn’t be any of those kinds of signs, Puro would walk up to the student and talk to them in a quiet and calm tone, making sure not to draw any unwanted attention from the fellow students around them. If it became obvious that the child did not want the help, Puro would step back and continue the lesson normally, before checking on them once again deeper into the lesson. If the student however asked for help themselves or would accept help deeper into the lesson.
Puro would break down the problem into smaller pieces so that it was easier for the student to understand. Whether it was the tools or the art medium itself, Puro would take his time and make sure that the child understands it, using sketches, examples, and demonstrations to help, while still reminding the student that there is no wrong or bad way of doing art. If the child would still struggle, Puro would offer the child to stay after class to learn about the thing more.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Puro would handle the student with an empathetic and calm approach. They would first try to manage the situation by just slightly pausing the lesson or making eye contact with the disruptive student as a calm signal for them to cool things down. Recognizing that bad behavior often signals inner struggles, Puro would observe the student closely, trying to identify if they are having trouble with the task or facing other issues. If the student continues the disruptive behavior, Puro would depending on the situation, likely ask the student a question related to the lesson, redirecting their attention from the bad behavior to the task instead.
After the lesson, Puro would approach the student privately and ask if everything is okay. Their approach would aim to make the student feel heard and understood rather than scolded. If the behavior continues despite Puro's efforts, Puro would take all the necessary steps to ensure that the student does not disrupt the classroom anymore. After all, Puro wants their class to be a safe space. In such case, Puro would use things like warnings, school counselors, detention slips, or, in the worst case scenario, seek help from the SLT. However, Puro would only take these steps after trying to connect with the student first, as they believe in listening rather than scolding.
Provide at least 2 interactive class ideas related to your preferred subject:
Paint with music
Paint with Music is an interactive lesson where two very different art forms, visual arts and music, come together to create one. Various music tracks are played throughout the lesson, from all kinds of different genres and themes. Instead of painting something realistic, students are encouraged to let the music inspire and control their painting, influencing everything from the colors to the shapes they create.
How would it work icly?
Students would all be given an empty notebook, working as ‘paper’, where they would be expected to detailRP their drawings. The teacher would have chosen a few music tracks in advance before the class. In the roleplay, the teacher would be playing the music for the whole class. But in reality (Oocly), the students would have to search for the song by its name by themselves via Google, Spotify, etc. (Since links don’t work). There would also be an option for the students to listen to their own songs, due to some players being limited oocly on what apps they can use or what kind of music they can listen to. This way, no one will be left out from the lesson due to ooc reasons. At the end of the class, students would go icly around the classroom with their drawings, discussing with each other how the music affected their art and what kind of emotions they felt etc.
Build with recyclables
How would it work icly?
/it There would be various different kinds of recyclable items on the teacher’s table, ranging from cardboard to plastic bottles. This would be actioned as the students got into the class. Students would be encouraged to detailRP their characters whole walk-through of the class, from walking up to the teacher’s table to grab the supplies their characters need, to crafting and finishing the project. After finishing, students would come one by one to the front of the class, giving a detailed /it of their creation for the whole class to see, before answering some basic questions such as what the creation represents and what gave them that idea, etc.
Supplies | Instructions | The Final | |
Paint with music | - Large paper/Canvas - Different music tracks, all kinds of genres and tunes - Brushes - Paints - Tools for texture, such as sponges. | - Teacher plays music for the students to listen as they paint - Students let the music inspire their choices when painting, like the colors, strokes etc. - After the music ends, the class would discuss togehter, about what they created and how the music made them feel and so on. - Repeat with different song | At end of the class, hang the paintings for the whole class to see as an "Art gallery". Letting them compare and discuss their pieces with each other. |
Build with recyclables | - All kinds of recyclable materials, like cardboard, bottles, Newspapers etc. That would otherwise been thrown away. - Scissors - Glue, tape - Paints, Markers - Strings -Paper | - The project could be theme based, or free themed. Letting the students imagination to run free. - Students first sketch their plans to an paper as an blueprint. - Build the project - Decorate the project | At the end of the class, students would one by one come to the front of the class and explain Things like: - What they have created. - Why did they create it - What materials did they use and why? - Did they face any problems, while building the project? And how did they overcome them if so. |
Have you read and understand the Teacher Application Guidance thread?
Yes
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