#Emily alyla

[spider-jaysart]

The Damisquad when getting movie snacks for the movie:

Jon: Would buy almost everything from the snack counter and a large cherry slushie

Damian: Buys Jon almost everything in the snack counter and the large cherry slushie, and only gets himself a bucket of plain popcorn with a medium sized soda (since he doesn't want to be running to the bathroom in the middle of the movie if he bought a large, which he assumes is what's gonna pretty much happen to the rest of the group for getting themselves a large)

Colin: Buys himself a bag of chips and a cold blueberry slushie

Billy: Sneaks in his own snacks and just buys a large soda for himself

Jake and Mar'i: They both buy a big pack of gummy worms and share it together and also buy two large cups of grape sodas for themselves as well

Kathy: Gets herself some strawberry ice cream from the ice cream area in the theater

Maya: Gets herself a large bucket of buttered popcorn with a large cherry soda to enjoy as well

Emily (@quartzgallery's oc, who's a DC civilian kid that's also a friend of Jon's): Buys a pack of Chips Ahoy chocolate chip cookies, a Hershey mlik chocolate bar, and a large cup of Hawaiian punch juice

Kid!Jay: Gets himself a pack of regular flavored M&M's and a grape slushie

[wvsteria]

starter call and plotting call for the event below ! i'm going to list who voluntarily went in and who was pulled in by magic/friend. pls like to request a starter from me, but pls keep it like max 4 per mun. i'm keeping my starters per muse at 4. this rule doesn't apply to plotting. plotting is free range that we can divide amongst ourselves! if you request a starter, chances are i will come to you to plot (this feels like a v plot heavy event tbh).

voluntarily went in:

alyla vane, amren, beth washington, cangse sanren, dorcas meadows, ezra bridger, godric gryffindor, hadley hufflepuff, harley quinn, harry potter, judith grimes, kiara carrera, kol mikaelson, louise belcher, mo xuanyu, nie ruizhi, padme amidala, princess jasmine, sarah miller, stu macher, tara carpenter

pulled in by magic/friend:

alcina dimitrescu, alex karev, america chavez, bucky barnes, enzo st. john, emily fields, helion, heron lyptus, jacen solo, josie saltzman, kasil monsula, mal faery, mia winters, mouse honrada, noela, peter parker, piper halliwell, rosalie hale, roxanne weasley, samara palpatine, song lan, soren palpatine, taissa turner, tamlin, xuan ji, zoey davis, zuko

starter list:

alyla vane (2/4)

misa amane: 31 The area is just absolutely full of croaking frogs. They aren’t dangerous but they are loud and difficult to step around.

vesta starkos: 1 Monster: Giant spiders

america chavez (2/4)

loki laufeyson: 18 Monster: Murderous clown.

diana prince: 27 Monster: Minotaur

amren (1/4)

rhsyand: 13 Monster: Werewolf.

beth washington (1/4)

freddie facilier: 21 Characters enter a portion of the maze to find it completely dark.

cangse sanren (1/4)

daniela dimitrescu: 22 Though relatively empty the plant life whispers threats and warnings to people in this portion of the maze. It tells them to give up on their progress

enzo st. john (2/4)

bonnie bennett: 9 Characters reach a dead end, full of pollen spores, which when inhaled make characters feel drunk for the next hour.

owen sharma: 10 Monster: Stormtroopers

ethan mckinnon (2/4)

maddie mckinnon: 16 Characters are greeted by two beings the size of children but with pumpkins for heads arrive with a cart, gesturing for characters to get in.

cleo mckinnon: 7 The area exists as a zone of truth, making characters incapable of lying. Characters are aware of this when they enter the space.

ezra bridger (2/4)

nezuko kamado: 19 Characters are greeted by a giant rushing stream going all the way across the maze that they must cross in order to keep moving.

hera syndulla: 22 Though relatively empty the plant life whispers threats and warnings to people in this portion of the maze. It tells them to give up on their progress.

godric gryffindor (1/4)

harvey hufflepuff: 3 Monster: Living scarecrow

hadley hufflepuff (1/4)

harris hufflepuff: 22 Though relatively empty the plant life whispers threats and warnings to people in this portion of the maze. It tells them to give up on their progress

harley quinn (2/4)

dinah laurel lance: 2 Characters encounter a pit trap, so obvious they almost want to explore

henry creel: 12 Characters enter the area to be met with high speed winds, strong enough to push people around

harry potter (5/4)

hermione granger: 8 Monster: Ghosts

bill weasley: 6 The husks of corn emit a poisonous gas, making characters weaker the longer they breath it in

hagrid: 29 Characters walk into this portion of the maze to immediately be caught in a giant spider web, trapping them.

ginny weasley: 9 Characters reach a dead end, full of pollen spores, which when inhaled make characters feel drunk for the next hour.

charlie weasley: 17 Monster: Masked murderer wearing the Ghostface mask

helion (1/4)

lexi branson: 5 Monster: A hoard of geese

jacen solo (3/4)

leia organa: 5 Monster: A hoard of geese

tahiri veila: 16 Characters are greeted by two beings the size of children but with pumpkins for heads arrive with a cart, gesturing for characters to get in.

tenel ka djo: 28 Characters find this section of the maze to be extremely cold, with frost hanging from all of the corn stalks and the icey ground beneath their feet making the terrain difficult to traverse.

josie saltzman (1/4)

penelope park: 26 Characters enter a mud filled portion of the maze, where their footsteps feel heavy, and every push further seems to sink them farther and farther into the mud.

judith grimes (1/4)

rose hathaway:17 Monster: Masked murderer wearing the Ghostface mask

kasil monsula (2/4)

kaiden monsula: 29 Characters walk into this portion of the maze to immediately be caught in a giant spider web, trapping them.

sabina palpatine: 26 Characters enter a mud filled portion of the maze, where their footsteps feel heavy, and every push further seems to sink them farther and farther into the mud.

kiara carrera (1/4)

elena gilbert: 4 Monster: Skeletons

kol mikaelson (2/4)

rebekah mikaelson: 22 Though relatively empty the plant life whispers threats and warnings to people in this portion of the maze. It tells them to give up on their progress

hope mikaelson: 29 Characters walk into this portion of the maze to immediately be caught in a giant spider web, trapping them.

mal faery (4/4)

uma: 1 Monster: Giant spiders

evie grimhilde: 4 Monster: Skeletons

dizzy tremaine: 29 Characters walk into this portion of the maze to immediately be caught in a giant spider web, trapping them.

gil: 3 Monster: Living scarecrow

mia winters (1/4)

ethan winters: 24 Monster: Dementors

mouse honrada (2/4)

elain archeron: 11 Monster: A rat with a gun

feyre archeron: 13 Monster: Werewolf

mo xuanyu (2/4)

jin zixuan: 22 Though relatively empty the plant life whispers threats and warnings to people in this portion of the maze. It tells them to give up on their progress

lan wangji: 10 Monster: Stormtroopers

nie ruizhi (1/4)

nie mingjue: 12 Characters enter the area to be met with high speed winds, strong enough to push people around

noela (1/4)

james witherdale: 24 Monster: Dementors

padme amidala (2/4)

satine kryze: 13 Monster: Werewolf

ahsoka tano: 7 The area exists as a zone of truth, making characters incapable of lying. Characters are aware of this when they enter the space.

peter parker (1/4)

michelle jones: 13 Monster: Werewolf

piper halliwell (2/4)

calleigh duquesne: 14 Monster: Vampire

kat mitchell: 19 Characters are greeted by a giant rushing stream going all the way across the maze that they must cross in order to keep moving.

princess jasmine (1/4)

ariel: 1 Monster: Giant spiders

rosalie hale (2/4)

son yeonseo: 24 Monster: Dementors

james witherdale: 18 Monster: Murderous clown

roxanne weasley (1/4)

fred weasley ii: 9 Characters reach a dead end, full of pollen spores, which when inhaled make characters feel drunk for the next hour.

samara palpatine (5/4)

leia organa: 14 Monster: Vampire

sella palpatine: 10 Monster: Stormtroopers

sabina palpatine: 31 The area is just absolutely full of croaking frogs. They aren’t dangerous but they are loud and difficult to step around.

shi wudu: 10 Monster: Stormtroopers

sheev palpatine: 2 Characters encounter a pit trap, so obvious they almost want to explore

sarah miller (1/4)

eveline: 18 Monster: Murderous clown

song lan (1/4)

xiao qing: 9 Characters reach a dead end, full of pollen spores, which when inhaled make characters feel drunk for the next hour.

soren palpatine (3/4)

sabina palpatine: 21 Characters enter a portion of the maze to find it completely dark.

ji euntak: 17 Monster: Masked murderer wearing the Ghostface mask

sheev palpatine: 31 The area is just absolutely full of croaking frogs. They aren’t dangerous but they are loud and difficult to step around.

stu macher (4/4)

jinx: 12 Characters enter the area to be met with high speed winds, strong enough to push people around

chad meeks-martin: 2 Characters encounter a pit trap, so obvious they almost want to explore

amber freeman: 3 Monster: Living scarecrow

dewey riley: 4 Monster: Skeletons

taissa turner (1/4)

lumine: 27 Monster: Minotaur

tara carpenter (7/4)

sam carpenter: 16 Characters are greeted by two beings the size of children but with pumpkins for heads arrive with a cart, gesturing for characters to get in.

victor salazar: 1 Monster: Giant spiders

lydia martin: 6 The husks of corn emit a poisonous gas, making characters weaker the longer they breath it in

amber freeman: 19 Characters are greeted by a giant rushing stream going all the way across the maze that they must cross in order to keep moving.

renesmee cullen: 25 Characters wander in to a giant feast, long empty tables piled high with food, with chairs much too high for anyone human to sit in.

dewey riley: 8 Monster: Ghosts

feng xin: 22 Though relatively empty the plant life whispers threats and warnings to people in this portion of the maze. It tells them to give up on their progress

xuan ji (2/4)

lang ying: 25 Characters wander in to a giant feast, long empty tables piled high with food, with chairs much too high for anyone human to sit in.

qi rong: 14 Monster: Vampire

zuko (1/4)

katara: 30 Monster: A swarm of bats

[ourcommonbowl-blog]

Beaver Steals Fire: A Salish Coyote Story

Amani Kafeety, Myshiia Pinney-Dimock, Emily Dabrowski, Tatjana Wagner, Alyla Kler 

Description​ ​of​ ​Resource​ ​and​ ​Rationale 

Beaver Steals Fire is a picture book by the Confederated Salish and Kootenai Tribes. The story is told by Salish elder Johnny Arlee and beautifully illustrated by the tribal artist Sam Sandoval. It originates from the stories of the Salish-Pend d’Oreille people. 

This book conveys the story of Coyote and his animal friends, who climb up to the sky after dodging several threats, and steal fire from the animals living there to bring down to earth to share with other animals and humans. The meaning behind the story is to highlight the importance of fire for survival, to revitalize its use in modern day Indigenous practices, as well as to teach about exhibiting respect for fire and the environment. 

As a group, we chose this resource not only for its content but also for its various components, which honor its origin in the Salish-Pend d’Oreille tradition. The dedication acknowledges Elders and ancestors of these tribes, contemporary fire warriors, and children. This is particularly important as it recognizes the role that Elders play in preserving traditional and oral knowledge in Indigenous cultures. Additionally, it honors fire in a way that is often neglected nowadays. The resurfacing of a topic such as this can also serve as a platform to discuss other traditions and values that are inherent in the Indigenous cultures that have been repressed, or to discuss topics related to the significance of fire like the relevance of land and life. 

Furthermore, Beaver Steals Fire contains a note to the reader requesting that they keep in mind a seasonal tradition briefly mentioned in order to value this aspect of their culture, which subsequently helps connect the readers to the importance of such traditions in Indigenous heritage. Specifically, the story must only be shared by Elders during the winter when snow is on the ground, which invites students and teachers to engage in this tradition and further explore their rich culture. Likewise, this book contains a note to teachers and parents, and information on the artist, the storyteller, and The Fire History Project, which is a project aimed at increasing public awareness and appreciation for the use of fire to manage land. The motive behind this project can help illustrate to children the reality behind the story and deepen their understanding of such values. Lastly, the back of the book provides a Guide to Written Salish, as traditional Salish names were used in the text. It also reintroduces the traditional Salish language that has since been taken away from them. 

This resource is recommended by the BC Teacher's Federation and the First Nations Education Steering Committee. Therefore, it can be found in several local and public libraries. It can also be purchased through online websites such as Amazon, Strong Nations, and in various bookstores. 

Role​ ​of​ ​Indigenous​ ​Knowledges 

This story reflects on the importance of land and the natural environment in the lives of the Salish peoples, as derived from a story that has typically been passed down via oral storytelling for many generations. The story is of particular significance especially as it is depicted by the tribal artist Sam Sandoval and the storyteller Johnny Arleen, whom both belong to the Salish peoples, and have deep-rooted connections to the story told and can relate to its cultural significance in their own lives. The Salish-Pend d'Oreille and Kootenai Tribes have also been credited for their involvement and approval of publishing this storybook that embodies important cultural elements that are of important significance and hold immense value for the Salish-Pend d'Oreille peoples. Additionally, the story illustrates an engaging and thoughtful storyline that emphasizes the inclusion of the Salish-Pend d'Oreille language linguistics components. This could be viewed as a testament to preserving the Salish-Pend d'Oreille language, in which its very existence has been threatened by two centuries of colonization. 

The significant role of fire in the Salish-Pend d'Oreille people’s ways of living and survival is the key focal point of this story. Land is an additional important concept depicted throughout the illustrations and themes in this storybook, which reflects on the Salish-Pend d'Oreille people's connections to life in the Northern Rockies in northwestern Montana. This story draws the connections between each of the important elements that comprise Indigenous identity and are essential to their holistic well-being and survival: connections to land, sources for food, utilization of water, and other natural sources, and how fire links these all together. Recognizing the significant value of fire to the Salish-Pend d'Oreille peoples, it is fitting that they have committed to molding their cultural practices and developing a traditional story around it to be passed down across generations. In the wake of the dire impacts of colonization on preservation and existence of Salish-Pend d'Oreille cultural identity, these stories have been passed down for thousands of years as a means of preserving this history and culture for future generations to come. This story is an overall testament to the importance of preserving and taking good care of the natural environment, and challenges existing worldviews on the conceptualization and response to environmental outcomes (e.g. natural disasters, forest fires, floods, etc.). 

Challenges​ ​and​ ​Benefits​ ​of​ ​Using​ ​this​ ​Resource 

Beavers Steals Fire: A Salish Coyote Story becomes a valuable resource when introduced in elementary school classrooms as it covers a variety of teachable topics and serves as an engaging platform for young audiences to begin discussions about Aboriginal history and traditions.The first benefit of using this resource in grade 2-3 classrooms is that the engaging story provides an inclusive introduction to the topics of Salish-Pend d'Oreille peoples. Currently, children from diverse backgrounds join together in classrooms and are taught in a relatively persistent manner. However, this book resists this typical instruction, and allows children to construct their own meaning from the story, thereby educating themselves. The second benefit of using this story as part of a learning practice is that it shares traditional knowledge that has been passed down through generations, and students are able to experience a new setting for learning. By sharing this story as part of a circle activity students learn the importance of critical thinking, by listening and interpreting the story for themselves before a group discussion takes place. The third benefit of this resource is that while being a storybook geared towards younger children it still provides context by including a note to teachers and parents at the end, background information on the artist and the storyteller, discussing the Fire History Project, a note to the reader and acknowledgements. By including each of these the resource itself can be seen as honoring and respecting the traditions of Salish-Pend d'Oreille Peoples. There is also a phonetic alphabet provided to break down the language barrier as the names of characters in the book are written in Salish. Fourthly, as this resource is a part of the Fire History Project which was designed by the Salish-Pend d'Oreille community is used to educate and raise awareness of Salish peoples use of fire and how it was used to shape the land. In this way the storybook allows young minds to start thinking and being aware of other perspectives that challenge the westernized worldview of what fire represents. 

However, the use of this resource as a teaching tool in classrooms brings challenges as well. The first is the way in which the storybook is introduced to students; if it is not incorporated into a lesson plan, the story could lose meaning. A major concern is whether children will be able to learn a lesson from this story without being provided the proper context and understanding prior to the reading. In order for this book to be a valuable resource the teacher must be confident in their ability to discuss alternate perspectives voiced by students. A second challenge is that perhaps because the story is physically printed, the traditional knowledge of the story itself loses value. The story is traditionally told orally by Elders, and consequently students may lose some of the story’s meaning by only experiencing the story in written form. Lastly, it may be possible that the artist’s illustrations could cause the readers to misinterpret parts of the story, thus creating a conflicting perspective of the true meaning behind the story. 

How​ ​could​ ​this​ ​Resource​ ​be​ ​used​ ​in​ ​the​ ​Classroom? 

This storybook is a great resource for educators to use in the classroom, and it can be used in a variety of ways. According to the BC teacher’s federation, this book targets students who are in grades 2-3. It covers a variety curriculum themes such as relationships, traditional knowledge, collaboration and cooperation (First Nations Education Steering Committee & First Nations School Association, 2016). In order to authentically share this story with students, it is crucial for the educator to read the acknowledgement and note to parents/teachers. The reason being that the note states how the story is meant to be shared according to Salish-Pend d’Oreille cultural tradition. Specifically, it tells educators to only share this story during November, or when there is snow on the ground, as this is the time of year that elders of the Salish-Pend d'Oreille community would share this knowledge with their people. Also, the note for teacher and parents located at the back provides important context for the story and traditions of the Salish-Pend d'Oreille people . It informs educators why the story is shared, where it comes from, the significance behind it, and its connection to land and the community. In addition to this knowledge, this resource is also part of a larger series of educational material, which includes a video, documentary and lesson plan. This would allow educators to create in depth lesson plans that could extend over a period of time, and integrate curriculum from various subjects such as science and language arts. Overall, this resource provides a lot of authentic cultural context that an educator can use to introduce classroom themes and integrate curriculum. 

Not only can this resource be used to provide cultural context in the classroom, but there are many activities that can be done with it as well. According to Jo-ann Archibald (1994), one way educators can use story books in the classroom is by establishing a talking circle. Everyone must sit in a circle while the story is being shared, as this is a symbolic gesture expressing the equality among us. After the story is told, the teacher would check in with everyone’s understanding and ask what the story mean to them. This would allow the teacher to hear everyone’s individual understandings, and expose everyone to different perspectives. In doing so, students are presented new meanings of the story, and can therefore broaden their understanding of it. Once group discussion about the story is generated, the educator can ground the lesson in curriculum by referring to traditional ways of sharing stories and oral tradition. For example, what are some of the ways we share stories with each other? In addition to the talking circle, educators can also use a communicative approach to incorporate this resource into their curriculum. Often, students struggle with literacy skills. One way teachers can help strengthen the development of these skills is by encouraging students to read at home. Since this book is geared towards young children, educators could establish a reading activity, where students are given books to read at home with their parents. The parents can then read this story to their children, creating a connection between classroom and community. By doing this, the parents are passing down the knowledge and moral of the story to their children, just as elders of the Salish-Pend d’Oreille people would do through their own oral traditions. If an educator was doing a lesson on traditional knowledge, this would create a deeper connection to the classroom material. Also, it would encourage students to develop their own literacy skills, while embracing culture. All in all, this resource is a solid tool for educators to use in the classroom. 

References 

First Nations Education Steering Committee & First Nations School Association (2016). Authentic First Peoples Resource. Retrieved from: http://www.fnesc.ca/wp/wp-content/uploads/2015/06/PUBLICATION-61502-updated-FNES C-Authentic-Resources-Guide-October-2016.pdf 

Archibald, Jo-Ann. Storyguide: Beginning the Journey. In: First Nations Journeys of Justice. Building Bridges of Understanding between Nations. 1994. Retrieved from: http://www.lawlessons.ca/sites/default/files/pdf/Journeys%20of%20Justice%20-%20Grade% 205.pdf 

Castellano, M. B. (2000). Updating Aboriginal traditions of knowledge. In G. J. S. Dei, B. L. Hall & D. G. Rosenberg (Eds.), Indigenous knowledges in global contexts: Multiple readings of our world (pp. 21-36). 

Confederated Salish and Kootenai Tribes. Beaver Steals Fire. A Salish Coyote Story. University of Nebraska Press. Lincoln and London. 2005.

[spider-jaysart]

HERE IT IS!

A drawing of the fanmade Superfamily webcomic series I'm planning to make soon!

(Click image for better quality)

(Traditional version below)

Title of the series is:

Superman: Super stories of the Kent family

Starring the main characters:

Clark Kent, Lois Lane, Kid!Jonathan Samuel Kent, Conner Kent, Chris Kent, Kara Danvers, and Krypto!

Supporting characters in the cast will be:

Ma Kent, Pa Kent, Mon El, Jimmy Olsen, Steel, Jake Grayson, Damian Wayne, Kathy Branden, Jay Nakaruma, Emily Elizabeth Alyla (a kid civillian DC oc of @quartzgallery 's that goes to Jon and Chris' school and is a friend of Jon's), Tim Drake, Cassie Sandsmark, and Bart Allen (feel free to let me know if there's another well known supporting character that I maybe forgot to add by accident)

I hope it looks good :D

Tagging:

@quartzgallery @paladin-of-nerd-fandom65 @theredheaded-stuff @camo-wolf @cats-and-katanas @nobodycallsmerae

Also tagging those who commented on the last post:

@janestvalentine @march-lion-98