ElLily
Level 14
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] | [Adult] + [Grade-12] | ElLily
[ALT] | [College-M] + [Grade-12] | ElLily2
[ALT] | [Adult] + [Animal] | ElLily3
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 in the lessons, but outside, and with 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] | [Adult] + [Grade-12] | ElLily
[ALT] | [College-M] + [Grade-12] | ElLily2
[ALT] | [Adult] + [Animal] | ElLily3
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 in the lessons, but outside, and with 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:
Appearance and personality
At first glance, Puro might give off a intimidating and rough impression. And it's easy to see why, as everything about their appearance hints towards a
"thuggish" persona, from their hair to the way they dress. The only aspect of Puro's looks that doesn’t intimidate others is their rather average height of 5'7 feet. Or well, smaller than avarge? atleast in Karakura, where half of the population seems to be over 6 feet, Puro’s height was nothing.
Puro has piercering blue eyes and naturally blonde hair, with black highlights. The highlights are patchy, clearly showing signs of being box-dyed at home. The slightly uneven, carefree tones only add to the roughness of Puro's appearance, was it intentional or just a failed social media DIY attempt? While their hair might catch attention, purposefully or not, when it comes to clothing, it’s the total opposite. Puro prefers clothing that helps them blend into the background. From neutral colors to plain and loose designs, Puro hates anything with prints. Eye-catching clothing is the last thing Puro would choose to wear.
However, Puro’s appearance is very misleading to their overall personality. While they may seem rough and intimidating at first, anyone who takes the time to interact with Puro, even just for a little, will quickly discover a shy but gentle person. Puro’s calm and soft voice often surprises others, a dramatic differece compared to their intimidating first impression. Despite their rough looks, Puro is someone who prefers to observe and listen conversations rather than dominate them, often just nodding along, avoiding drawing attention to themselves.
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 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:
Born in Finland on the 6th of april 1996 in a rather small town called Isokyrö. Puro's family being middle-class, neither poor or rich, owned a little townhouse, a small drive away from the town centre. Having a children's playground nearby, Puro would spend most of their early childhood playing and chatting with other children in there, really showcasing how social and outgoing they were before the tragedy, yet to be told happened. 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 between the two. 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.
When people see/hear Puro’s surname for the first time, it's often assumed to be just a random, huge pile of letters. Most people think that Puro's name has no real meaning behind it, but that's furthest from the truth. Puro’s surname carries deep historical lore. While the name itself may not tell much to outsiders, to fellow Finns, it tells a story of its own.
Surnames are formed in many different ways, they can reflect your occupation, tribal names, honorifics, and so on. It all depends on the place and culture you are born into. In Finland, surnames often reflect nature and geographic locations, and Puro’s surname is not an exception. It holds both historical and emotional value tied to Puro’s family’s past.
Puro’s surname consists of two words: ‘Järvenpohja’ which means ‘bottom of the lake,’ and ‘koski,’ meaning ‘rapids.’ It describes a place where a river with very strong rapids meets a lake. The name has been handed down in Puro’s family from generation to generation, slightly changing over time. Puro's ancestors, who lived near this lake, river, and rapids, relied on the water for resources, food, and livelihood. The river is called 'Kyrönjoki,' and it flows through Puro's hometown, Isokyrö. Deeply connected with the water, many of Puro’s family members worked in fields related to the river, some as fishermen, others in water-powered mills, and much more.
As Puro eventually found a more permanent home, they never considered changing their surname. Even as their foster parents names shifted from formalities to simple mama and papa, and the topic of a surname change came up, Puro decided to keep their original surname. To Puro, it wasn’t just a name, it was a part of their identity, with emotional value, a gift from their ancestors.
Surnames are formed in many different ways, they can reflect your occupation, tribal names, honorifics, and so on. It all depends on the place and culture you are born into. In Finland, surnames often reflect nature and geographic locations, and Puro’s surname is not an exception. It holds both historical and emotional value tied to Puro’s family’s past.
Puro’s surname consists of two words: ‘Järvenpohja’ which means ‘bottom of the lake,’ and ‘koski,’ meaning ‘rapids.’ It describes a place where a river with very strong rapids meets a lake. The name has been handed down in Puro’s family from generation to generation, slightly changing over time. Puro's ancestors, who lived near this lake, river, and rapids, relied on the water for resources, food, and livelihood. The river is called 'Kyrönjoki,' and it flows through Puro's hometown, Isokyrö. Deeply connected with the water, many of Puro’s family members worked in fields related to the river, some as fishermen, others in water-powered mills, and much more.
As Puro eventually found a more permanent home, they never considered changing their surname. Even as their foster parents names shifted from formalities to simple mama and papa, and the topic of a surname change came up, Puro decided to keep their original surname. To Puro, it wasn’t just a name, it was a part of their identity, with emotional value, a gift from their ancestors.
Appearance and personality
At first glance, Puro might give off a intimidating and rough impression. And it's easy to see why, as everything about their appearance hints towards a
"thuggish" persona, from their hair to the way they dress. The only aspect of Puro's looks that doesn’t intimidate others is their rather average height of 5'7 feet. Or well, smaller than avarge? atleast in Karakura, where half of the population seems to be over 6 feet, Puro’s height was nothing.
Puro has piercering blue eyes and naturally blonde hair, with black highlights. The highlights are patchy, clearly showing signs of being box-dyed at home. The slightly uneven, carefree tones only add to the roughness of Puro's appearance, was it intentional or just a failed social media DIY attempt? While their hair might catch attention, purposefully or not, when it comes to clothing, it’s the total opposite. Puro prefers clothing that helps them blend into the background. From neutral colors to plain and loose designs, Puro hates anything with prints. Eye-catching clothing is the last thing Puro would choose to wear.
However, Puro’s appearance is very misleading to their overall personality. While they may seem rough and intimidating at first, anyone who takes the time to interact with Puro, even just for a little, will quickly discover a shy but gentle person. Puro’s calm and soft voice often surprises others, a dramatic differece compared to their intimidating first impression. Despite their rough looks, Puro is someone who prefers to observe and listen conversations rather than dominate them, often just nodding along, avoiding drawing attention to themselves.
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 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 their 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:
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 their 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:
[!] From my professor days [I was geography professor at the start, but later on switched my subject to visual arts!], I remember the ‘map art canvas plugin’ for high school classes being broken for months. Therefore, I’ll use detailRPing to a sketchbook as a replacement for ‘the paper/canvas’ in this application, as that’s what we did back then. If the plugin is however working again, the sketchbooks would be replaced with canvases. While of course in some lessons, only actions /it’s and /me’s could be enough, but sketchbooks are handy when the work will be for example graded to the class bulletin. |
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 with actions, such as '/it [Song name] - [Artist] would play' and /me's. Oocly the songs would be listened to together, using w2g.tv (It’s a site to listen/watch clips,songs, etc. Via shared links.) . There would also be an option for the students to listen to their own songs if so requested, due to some players being limited oocly on 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.
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 with actions, such as '/it [Song name] - [Artist] would play' and /me's. Oocly the songs would be listened to together, using w2g.tv (It’s a site to listen/watch clips,songs, etc. Via shared links.) . There would also be an option for the students to listen to their own songs if so requested, due to some players being limited oocly on 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 recyclable materials ranging from plastic bottles, cardboard to used items like broken shoelaces to create art projects such as structures, dioramas and other stuff. The lesson teaches students about sustainability and encourages students to think outside of the box and repurpose used items.
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, or something similar would be actioned as the students got into the class. Students would be encouraged to detailRP with /it's and /me's,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.
Build with recyclables is an interactive lesson where students use recyclable materials ranging from plastic bottles, cardboard to used items like broken shoelaces to create art projects such as structures, dioramas and other stuff. The lesson teaches students about sustainability and encourages students to think outside of the box and repurpose used items.
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, or something similar would be actioned as the students got into the class. Students would be encouraged to detailRP with /it's and /me's,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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