evephor1c_
Level 1
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ACT 1 | OOC INFORMATION
What is your Minecraft username?
evephor1c_
What is your discord username?
kkaaqs_
What is your time zone?
PST / GMT-8
Link(s) to any previous applications on the server:
[https://schoolrp.net/threads/ཐི༏ཋྀ-high-school-council-isao-yoshida-ཐི༏ཋྀ.87734/] - [Highschool Councillor][Accepted]
[https://schoolrp.net/threads/kkaaqs_s-language-application.83948/] - [Language][Accepted]
[https://schoolrp.net/threads/evephor1c_s-language-application.85878/] - [Language][Accepted]
[https://schoolrp.net/threads/evephor1cs-language-application.87153/] - [Language][Accepted]
[https://schoolrp.net/threads/evephor1c_s-other-application.86254/] - [Other/Height][Accepted]
What are your current roles on the server? (If you're college, specify your degree level):
Isao Yoshida | [Grade-12][Primary][Current HS Councillor] (Swap Tag)
Keola K. Mahoe | [Grade 12][Secondary]
Edenélyse A. D'Amboise | [Grade 12][Secondary]
Lixin “Yunxia” Huang | [Grade 12][Secondary]
Dean “Dee” J. Taylor | [Grade 12][Secondary]
Hermes Xydis | [Grade 12][Secondary]
Describe your activity and roleplay experience on the server:
I joined SRP back in April 2025, so this upcoming April will mark an entire year on the server. During my time here, I have primarily stuck to much more casual, slice-of-life roleplayers where I am interacting with players and forming friendships, exploring the maps, and creating mini-storylines with others. I have yet to fully explore GangRP, CrimeRP, or similar roleplays, simply because it’s not my personal taste but I find it intriguing nonetheless. I am currently a part of the School Faction as a high-school councillor (Isao Yoshida) and am looking to get into more factions in the future, just to get a feel for them all since they’re so interesting. I also adore DetailRP, it’s great!
I’ve also been an avid roleplayer for about five years or more, primarily being active on Amino and Discord, and exploring various RP communities or servers.
My activity on the server is impacted by OOC responsibilities, such as art commissions, schoolwork, chores, etc., especially as a graduating senior. However, I typically try to maintain decent activity on the server with around at least 15-20+ hours per week. My activity peaks usually on Fridays, weekends, and school breaks.
The following chart includes my available and unavailable times:
| Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday | |
| Available | 4 PM - 12 AM | 4 PM - 12 AM | 4 PM - 12 AM | 4 PM - 12 AM | 4 PM - 12 AM | All Day | All Day |
| Unavailable | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | N/A | 12 AM - 6 AM |
In your own words, why do you think professors are important to SchoolRP?
Professors are vital to SchoolRP because they are the bridge for teenhood to adulthood, expanding education through specialized areas of study, invoking passions and avenues for the futures of students, and providing mentorship as students navigate their newfound responsibilities and develop their identities. While teachers structure their classes to foster lectures and learning for specific thinking, professors encourage students to critically think and reflect on themselves, others, and the world around them. They can provide constant advice, experience, and opportunity for their students to better themselves. Especially in the environment of Karakura and SchoolRP, where many students are often grappling with issues with very little support or reliable resources to deal with them. In addition, professors also add another aspect to SchoolRP by making their classes a familiar yet unique experience, compared to classes as a highschooler.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes, I understand and I take full accountability for my inactivity.
Do you understand if your application is accepted, you may have to undergo professor training?
Yes, I understand.
╰ ‧⁺ • ˚————— ⌞ . ₊ ⊹ . .ᐟ⌝ ————— : ｡ﾟ･╮
╰ ‧⁺ • ˚————— ⌞ . ₊ ⊹ . .ᐟ⌝ ————— : ｡ﾟ･╮
ACT 2 | IC INFORMATION
What's your character's full name?
Danao Alinsug Madula
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Softly shutting the door behind him as he takes a quick look around the interview room–how clean, he thought–Danao approaches the desk, cups of coffee set on it. His footsteps are padded, light, and his expression is rather sour, off-putting, despite his attempts to soften it. It leans into an awkward smile, stiff and goopy like he was an already-chewed and stale piece of bubblegum. He stands behind the presented chair, waiting patiently to be granted permission to sit before he does so.
“Hello,” he begins as he offers a deep head bow for respect, his voice velvet and gruff. “Good to meet ya, my name is Danao Alinsug Madula. Danao, or Mr. Madula works.”
After being given permission, Danao then settles into the seat that’s a tad small for him, leaving his leather bag to rest on the floor against the chair. His shoulders are straight, maybe a minor slump, as he rests his hands on his knees.
Age (Minimum is 27):
42 | May 24th
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"I am 42 years old," he answers, almost curt, before he immediately lights up his tone with a chuckle. "I hope that's alright with you. Might be on the older side, but I assure you, I am quite competent." His expression is firm with confidence, with years of maturity and age present on his features. He's still handsome, of course, by all means, but there's a worn-like quality that makes his words seem trustworthy. He reaches over for a mug of coffee, giving the steam a careful blow, before taking a gentle sip. His eyes break away from the interviewer momentarily, glancing at the coffee where he gives a pleased hum, before it's set back on the desk. Once again, ready for the next question.
Nationality:
Filipino-Japanese
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"I am a dual citizen in the Philippines, where I was raised, and Japan, where I currently reside for work. I have lived in Japan for.. nearly a decade now, I believe." He answers, briefly, hands smoothing out the faint wrinkles forming in his slacks.
Preferred Subject:
Film Studies
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His ears perk up at this question, rising slightly in his seat, almost as if a sleeper agent was activated within him. "I'd really appreciate having an opportunity to teach film studies," Danao begins with a grin. "We focus on things like film and genre studies, film history, ****ysis, screenwriting, global studies and culture, and much more.. Helps students better develop skills for screenwriting, critical thinking and ****ysis, storytelling, and visual ****ysis, too. And, generally, it's a fun course, or excuse, to have some free time to kick back and enjoy films, which are not appreciated or examined as they should be. Even if they are a common form of entertainment, so much artistry and creativity is put into films, and I would love to provide students the time, expertise, and chance to ****yze films on a greater level that isn't solely entertainment."
Describe the character:
How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
i. Physiological Examination
Danao stands at 6’7 (200.7 cm) and weighs around 242 lbs (110 kg), having a heavy-set, muscular build. Despite being in his late 40’s, Danao’s physical prowess is still considerably youthful. He’s active and quite healthy, maintaining a strict gym routine and diet since his ice skating years. He occasionally suffers from joint or muscle pains, such as stiffness in his ankles, but he remains quick on his feet. His mannerisms are swift, but not incredibly so, once again reflective of his heft. They’re easygoing and friendly, much more animated with his limbs than his expressions. He gestures often, taps his feet when impatient, paces around when thinking, tosses up a ball out of boredom–he’s a constant mover, yet he’s quiet.
His athleticism is contrasted by his demeanor, with an RBF that could kill and a persistent intimidating aura since his youth. The scowl is almost permanently etched into his hefty features, automatic but unintentional. Thick, dark brows pointed into a crease shield sharp, umber eyes with epicanthic folds and slight bags. They’re full of exhaustion, worn by decades of age and experience, but dimly-lit with warmth and passion, shining amber. Time has done its work through fine lines and crow’s feet tracing his sunkissed-tan skin, evidence of emotion and memory. His bone structure is strong, prominent with high cheekbones, a crooked nose, and full lips, a jagged scar ripped into his upper. Sparse facial hair–he wishes would grow into a beard–clings to his chin, and a beauty mark rests nearby his cupid’s bow. His right arm is inked with a full sleeve, bearing a wave-like design. His deep hair reaches his mid-back, often messily tied into a low bun or ponytail, with graying-white hairs twinkling throughout.
His daily attire is rather casual, but cool. Sticking to plain clothes in monotone shades, with a pop of browns, blues, or creams, Danao values comfort and ease over spectacle and amazement. Tank tops, button-ups, slacks, dark-washed jeans, tennis shoes, etc., fill his closet. On a rare occasion, he may dress formally in a sleek suit, collar popped open for some flavor. When teaching classes, he will usually stick to tank tops and slacks, or swap the top with a button-up or sweater. He can typically be seen with mini silver hoops, and sometimes with a matching chain around his neck, or a watch on his wrist. He smells of ylang-ylang, driftwood, musk, and citrus.
ii. Uniqueness
“Uniqueness. . .” He hums under his breath, mulling over the question for a moment. Of course, he was prepared–interview questions were almost always the same, but expectation and reception of delivery were not... Well! He's going to wing it, give it his best shot. It couldn't hurt, right? RIGHT!
With a roll of his shoulder, settling into his seat comfortably, Danao offers a confident, firm smile as he speaks, "I believe my uniqueness lies in my individual perspective and experience, which is reflected in my teaching style. As a former ice skater and current ice-skating coach, as well as a pursuing educator, my career intersects athleticism, artistry, and academics, where I have learned how to be fluid and flexible, yet grounded. I know how to maintain routines and have reasonable expectations for myself through goal-setting as an athlete; I know how to appreciate art and its beauty through ****ysis, while also being art myself through performance and conveying that to the audience; and I know how to expand my learning and remain curious because there is always something to learn every day. And I was only capable of doing such things, because I pay attention, I notice things. Attention to detail is incredibly important, especially with students, because no style of teaching will ever be one-size-fits-all. So, I must recognize the unique, individual learning styles of my students, so I can appropriately apply my expertise and knowledge to their needs, because limiting myself to a model that works for me is doing them a disservice." His voice is full of passion, words coming deep within as he talks adamantly with his hands, too. "I never had a proper coach; I had to learn what worked best for me and determine my limits and growth based on my standards, rather than follow the teachings of someone else who might not understand me as a skater, let alone as a person. Of course, it's important to push people to their limits to foster growth and change, but that's only possible without inflicting hurt through effective communication and connection."
As he finishes his yap, Danao swallowed thickly, wondering if that was an effective answer. It was honest, vulnerably so, but was it to their standard? He sure hoped so, as he reached for the cup of coffee again to rehydrate his throat.
iii. Flashforward
He holds up a finger to pause, ready to give another answer, as he practically downs half of the coffee before placing it down. His hand shields his mouth for a moment, catching any stray droplets, and he hums. "Truth be told," Danao gives an almost somber-like chuckle, "my future is quite similar to my life as it is now. Perhaps I may try to have a family of my own in a couple of years, but currently, I am very content. It's fulfilling to be able to help students by being their educator or mentor; after all, there is nothing better for my life to be used for. Adults are meant to look after our young ones; they are our pride and joy, and will be caring for the world once we have been laid to rest. So, I am simply spending the rest of my years.. doing my service for them and our communities closeby. Still teaching, coaching ice-skating, and being a role model. That is enough for me." He ends sincerely, a soft smile gracing his worn features.
iv. Flashback
At the mention of his background, Danao's smile turns a tad worn, almost sad. "I'd like to pass on that question, forgive me." He mutters quietly.. before adding, "I was an ice skater. It's taught me a lot, that is all."
What is their outlook on students and their co-workers?
What is their motivation for becoming a professor?
╰ ‧⁺ • ˚————— ⌞ . ₊ ⊹ . .ᐟ⌝ ————— : ｡ﾟ･╮
[A photo of Mr. Madula!]
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ACT 3 | ROLEPLAY SCENARIOS
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
When in the faculty lounge, how does your character act?
Provide at least 2 interactive class ideas and one field trip idea related to your subject
i. “Film Fanatics” - Jeopardy Session
To determine the general knowledge on films and terminology of the class, students will be divided into two groups, where a game of Jeopardy will commence. Like any typical game of Jeopardy, there are 6 categories (film genres, terminology, history, fill in the title, famous characters, and random) with the same points system going from 100-500 points. Students will be split into opposite sides of the classroom, and in order to answer a question, they will have to run (/stroll) and click the button first (/me hits the button or /grab) that Danao is holding. To earn a point, they will have to answer correctly using the proper phrase like “What is (blank)?” If both sides fail to answer it correctly, Danao will provide one hint to the teams so they can reconvene, and the answering process repeats again, but they will only receive half of the points if they get it right. If both teams fail to get it right again, Danao will take a moment to explain the answer and answer any questions about it.
Whatever team wins will all be rewarded with stickers and bragging rights!
ii. “AND THAT’S A FILM THEORY!” - Genre Conventions & Expectations
Students will be divided into groups and handed a prompt, where they must determine what genre is being described in the given scene.
For example, a prompt may look like this: “In the bright, dry heat, two cowboys eye each other. Their hands reach for their pistols latched to their hips, staring so intensely as they await for the other to make the first move. It’s tense, suspenseful as a cool, drumming soundtrack plays in the background. What genre is this, and how do you know?” Students may guess that this is the western genre because the characters are cowboys, and it takes place in a dry place like a desert. Then, once students have finished this activity to check their understanding of genres, they will create their own short prompts describing a scene. Once every group has done so, they will swap prompts and determine what genre they think is being described. Danao will have everyone join again as a class to review the prompts they made and their answers. If the genre has been incorrectly guessed, then a class discussion will take place to determine a more accurate answer. The student who manages to figure it out will be rewarded with a sticker!
iii. “Breaking the 4th Wall” - Freeroam Field Trip
Before this field trip, Danao will hold a minor lecture on the different kinds of perspectives (first, second, third, omniscient) and narration, so students have more familiarity with these existing concepts. This background will supplement the following field trip, where students will be given permission to act as narrators and wander through the school (or any other location).
For example, Danao may say, “Mr. Madula and his students head in the direction of the cafeteria, leaking brain juice and looking to fill their growling stomachs!” And a student can interject with their own narration, like, “As they go to the cafeteria, he thinks to himself, ‘I wonder if they got PB and ketchup sandwiches!”
Given that this field trip depends on active participation and immense creativity, students are given the choice to narrate whatever they like, however they like, and whenever they like. They are the ones in charge of determining the direction of the story, even if it conflicts with the other narrators, and they must sort out the conflict amongst themselves. Danao will participate in narration as well, but he will allow the students to take the reins and witness the spectacle as their audience instead.
Towards the end of the field trip, Danao will gather everyone back together in a group as he finishes up with the closing narration. He will ask them reflection questions, such as whether or not they enjoyed the activity, and if they consider themselves characters or the narrators as they participated in both. Finally, he will close up by encouraging everyone to give themselves a round of applause for their hard work and creativity!
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