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Cultivating Character and Citizenship Through T.R.I.B.E.S.


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Inspire your adolescents to extend their learning and foster character development. ArtSpace Charter
School utilizes a comprehensive program that links advisory (T.R.I.B.E.S.) and service learning with the
school mission vision, and foundational pillars. We will focus on collaborative, deliberate program
development, planning, and implementation. Suitable for teachers and administrators.

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Cultivating Character and Citizenship Through T.R.I.B.E.S.

  1. 1. Cultivating Character and Citizenship Through T.R.I.B.E.S. ArtSpace Charter School’s innovative, interdisciplinary, arts-integrated approach embraces family involvement to offer a comprehensive, collaborative program focusing on the whole- child. Nestled in the heart of the Blue Ridge Mountains, ArtSpace Charter School serves over 380 students in kindergarten through eighth grade from Buncombe, McDowell, Henderson, Madison, and Haywood counties and Asheville City districts. ArtSpace opened in 2001 and soon became a benchmark for arts integration and academic excellence. Rigorous academics combined with experiential learning and integrated curriculum foster the development of competitive 21st century citizens who model good character and service to their communities. Inside this issue: T.R.I.B.E.S. (Trust, Respect/Responsibility, Identity, Bonding, Effort, Service) Meeting Format 3Overview 2010 TRIBES Descriptions 4The ArtSpace T.R.I.B.E.S. program is an advisory program for grades 7 and 8 developed based on best practices in middleschool curriculum. In an advisory program one adult and a small group of students interact on a regular, scheduled basis. Parent Information 6Advisory activities facilitate a caring environment for social, emotional, and academic guidance and support.Purpose Curriculum 8The T.R.I.B.E.S. program fosters and supports the intellectual, social, and emotional growth and wellness of each individ- About ArtSpace 13ual. The principles of the program are aligned with the ArtSpace Charter School Vision and Mission statements alongwith the Four Pillars of Respect, Effort, Leadership, and Service and our school character education program. Contact Information 14(continued on page2)
  2. 2. (continued from page1)ObjectvesStudents will: Interact, participate, and learn in a safe, nurturing environment Develop trust and positive interpersonal relationships Develop self-awareness, self-confidence, leadership, tolerance, advocacy skills, life skills, and academic success Develop sense of community and citizenship Design and implement long-term service projectsStaff will: Develop profound connections with students Develop increased understanding of personal, social, and emotional needs of students Develop trust and positive interpersonal relationships Develop sense of community and citizenship Enhance professional skillsParents and Families will have: Assurance that needs of whole child are being met Potential for improved communication among family members Increased school supportCommunity will: Benefit from service learning projects Gain increased understanding of school-wide vision and mission Benefit from ArtSpace graduates who will bring improved communication, responsibility, and citizenships skills into the community. Logistics: T.R.I.B.E.S. groups will:  Be assigned as small groups of 8-12 students  Be same-grade, mixed-gender  Meet 3 times per week for 30 minutes  Establish identity and group expectations  Offer opportunities for longer sessions, same-gender, or mixed-grade will be provided as needed T.R.I.B.E.S. leaders will:  Receive initial training prior to the beginning of the academic year and will meet regularly throughout the year.  Utilize a curriculum developed by a team of ArtSpace staff and will include the school counselor  Be evaluated annually to determine program effectiveness
  3. 3. T.R.I.B.E.S. Meeting FormatCentering (Opening): “Grounding” ritual unique to your T.R.I.B.E.S. that gets everyone settled and focused Review the frame or meeting’s agenda Openly communicate or post the character trait/life skill/other subject that is the focus of today’s activity, and the learning targets/essential questions Make connection to precious meetingLearning (Main Activity): An initiative, game, or interactive discussion that connects with learning themes A guest speaker, physical activity, service project, or field work A quite, poem, song lyrics, short text, or movie/TV clipBecoming (Debrief/Reflect): A discussion about the experience of the activity, the learning gained, and how it can be applied to own lives.Sharing (Closing): Feedback- provide opportunity for students’ positive/constructive feedback on lesson/activity Acknowledgements- give positive “shout outs” for student effort, risk-taking, growth Summarize- cap off session with summary of lesson, quote Energize- closing ritual unique to T.R.I.B.E.S. that established positive attitude for rest of day. Preview upcoming meeting.Other ideas for Opening/Closing rituals: Gratitude circle: Name 1 thing grateful for today Compliments/appreciation to other members 3 breaths to feed body and brain with oxygen, breathe to release “waste” from the body and mind, focus on present moment Silent minute to set intention for meeting, day, week Silent minute to reflect on learning and how will use it today in own life T.R.I.B.E.S. motto, mantra, theme song, cheer 1 thing to look forward to today/ this weekend
  4. 4. 2010-2011 T.R.I.B.E.S. DescriptionsGarden Space- Let’s play in the dirt! Garden Space will help plant and maintain the gar-dens at ArtSpace and start a compost system for organic lunch waste. In addition, we willlook at local and global food security issues. We will explore how community gardenscan help bring awareness to these issues and impact people’s idea of what fresh and localfood means.Fur Space- Fur Space will focus on Animal Welfare, specifically working with domesticanimal welfare. Students will be expected to work with local animal rescues and sheltersboth in areas of hands-on service and fundraising. Those interested must be comfortableworking with cats, dogs, rodents, etc. and may not have allergies which would preventfield trips to facilities that work with these animals. Cherishing our Elders- Support the older members of your community! This group will cook, create, and communicate with the residents of Asheville Health Center, a retirement community just down the street from ArtSpace. We will take multiple field trips to AHC, so that students will have the opportunity to really get to know the residents. In addition, we will explore how we can better support the elders in our own families. Join us for a truly amazing experience!Identity and Self-Expression- This is definitely not a group that will “follow the herd!” We will focus on under-standing ourselves better by considering our interests, motivations, and different backgrounds. We will ex-plore different perspectives and forms of self-expression both within the community and in the largerworld. By looking at different art forms and new advancements in technology in this increasingly connectedworld, our goal will be to gain a better sense of self as well as respect and tolerance of others.Learning to Teach- This group is especially for those who feel they might one day want to be a teacher or teachANYTHING. We will welcome teachers of various forms (school, arts, special focus) to speak about what itmeans to teach. Students will work with teachers in the school to tutor, to read with, do activities, and createa teaching/learning activity to teach another grade. We will use personality tests/profile, and talk about edu-cation needed to achieve the goal of teaching.
  5. 5. Nurturing the Needy- Our Tribe will be involved in service projects at ArtSpace, in the community, and beyond! Our focus will be meeting needs of people who have unfortunate circumstances in their lives. Some of our projects will be: Operation Shoe Box, The Welcome Table, Swannanoa Valley Christian Ministry, Assisted Living Center, Project Linus, Presbyterian Children’s Home. We will also have fun and relaxing times learning about ourselves! Off the Beaten Path- We will explore people, places, and things outside the norm, and why differ- ences are strengths for communities. We will embrace diversity as it applies not just to ArtSpace, but to the greater community and world.Canned Laughter- “Helping others helps ourselves.” This is the idea behind ‘canned laugh-ter’. Our focus will be how we can help others, and in doing so, help ourselves. We will be in-volved in a number of canned food drives throughout the year, as well as working at places likeMANNA Food Bank and other agencies which provide food to people in need. We will also helpeach other through the year, sharing our hopes and desires, fears and doubts, prop each otherup when times are rough, and cheer each other in our personal triumphs. Together, we willcreate our own ‘canned laughter’, but this laughter will be real!Community Partnerships- Focus on partnerships with three local agencies, the VA hospital, theNature Center and the Arboretum. We will go on one field trip a month to volunteer at theseagencies. In appreciation of veterans and their service to our countr, we will volunteer with therecreation specialist in the long term care unit. At the Nature Center we will work to preparehabitats for the spring and help with general cleanup. Band Space- Students with musical interests/abilities are welcome. We will share our favorite types of music, and explore genres we are unfamiliar with. We will create our own band, and then write songs together, or cover music. Students can play any in- strument and all levels of proficiency are welcome. We will also discuss our emo- tional response to music and relate it to intrapersonal and interpersonal issues. We will work to build a unified community where differences are celebrated.
  6. 6. An Introduction for Parents and FamiliesWhat is TRIBES?The TRIBES program is an advisory program for 7th and 8th grades based on best practicesin middle school curriculum. In an advisory program, one adult and a small group of stu-dents (8-12 children) gather on a regular, scheduled basis.What is the purpose of TRIBES?The purpose of this program is to foster and support the intellectual, social and emo-tional growth and wellness of each individual.What will my child do during TRIBES time?TRIBES activities will vary depending on the TRIBES leader, group members and groupobjectives. Team building exercises, interactive lessons, arts activities and facilitated con-versations are some examples.When and where will this program take place?TRIBES will meet at various locations within the school 3 times per week for 30 minutes throughout the school year. Will TRIBES take away from my child’s academic opportunities? Not at all. TRIBES aims to help students achieve higher levels of success both in and out of the classroom. Will I be kept informed of my child’s progress in TRIBES? Parents are encouraged to talk with their children about their TRIBES experiences. They may also contact the student’s TRIBES facilitator. However, out of respect for all of the chil- dren in the group, individual right to privacy will be respected at all times. There will be no grades provided for TRIBES. How can I learn more about TRIBES? To learn more about the program, parents/families may contact School Counselor, Adina Arden-Cooper or Assistant Director, Cande Honeycutt. 298-2787.
  7. 7. T.R.I.B.E.S. Curriculum Based on Elements of the NCSCOS Healthful Living Guidance Service/OtherQUARTER 1 Friendship & Unity Weeks 1-3 . 7.10 Establish that everyone has rights and responsibilities. Trust 7.11 Respect alternative points of view. Group Cohesion 7.07 Demonstrate cooperative behavior. Identity (name, visual representation) 7.06 Practice self-control. Group ground-rules 7.05 Examine personal boundaries, rights, and privacy needs. Ropes course? . Weeks 4-6 3.02 Discern the role of bystanders in preventing 7.16 Research how to make and keep friends. Bull-e Free Expectations and stopping bullying and 6.07 Demonstrate how to use conflict management skills with Communication Violence peers and adults. Group Cohesion 3.01 Predict short- and long-term negative con- 8.05 Use conflict resolution skills. Trust sequences of violence to 9.02 Account for the relationship between rules, laws, safety, Cyber Bullying perpetrators, victims, and bystanders. and the protection of an individuals rights. Relationship Safety 3.03 Identify a variety of non-violent ways to 9.01 Demonstrate knowledge of personal information (i.e., Special Program: Sexual Harassment respond when angry or upset. telephone number, home address, emergency contact). 3.05 Compare and contrast a healthy vs. un- 9.03 Compare the difference between appropriate and inappro- healthy relationship. priate physical contact. 9.04 Demonstrate the ability assert boundaries, rights, and per- sonal privacy. 9.05 Differentiate between situations requiring peer support and situations requiring adult professional help. 9.06 Assess resource people in the school and community, and know how to seek their help. Weeks 7-9 3.04 Define tolerance and advocate to others the 7.12 Recognize, accept, respect, and appreciate ethnic, cultural Group Cohesion importance of tolerance in a and individual diversity. Trust healthy society respectful of differences and 7.14 Use effective communication skills. Communication diversity 7.15 Understand that communication involves speaking, listen- Tolerance ing, and nonverbal behavior. Powwow #1: Inter-TRIBES challenge 7.03 Classify and appropriately express feelings. 7.09 Anticipate changing personal, family, and social roles. 7.13 Respect differences in various family configurations 8.06 Demonstrate a respect and appreciation for individual and cultural differences.
  8. 8. Healthful Living Guidance Service/OtherQUARTER 2 Honesty & Integrity, Generosity Weeks 1-3 1.03 Distinguish how and explain why emotions 7.08 Document personal strengths and assets. Multiple Intelligences can change during adolescence. 7.01 Develop a positive attitude toward self as a unique and Self-Esteem 1.05 Demonstrate methods for minimizing expo- worthy person. Metacognition sure to stressors and managing 7.08 Document personal strengths and assets. Brain Gym stress. 7.17 Demonstrate respect for self. 4.03 Summarize the benefits of drinking suffi- 2.04 Apply knowledge of aptitudes and interests to establish cient amounts of water. challenging academic goals. 1.09 Apply knowledge of learning styles to school perform- ance. 2.02 Communicate critical thinking skills. 2.03 Apply critical thinking skills. 7.02 Document change as a part of growth. 7.04 Distinguish between appropriate and inappropriate behav- iors. 1.10 Take responsibility for actions. 1.11 Demonstrate the ability to work independently and coop- eratively. 1.12 Develop an awareness of personal interests, skills, motiva- tions, and abilities. Weeks 4-6 2.01 Apply study skills necessary for academic success. Study Skills 2.02 Seek information and support from faculty, staff, family, Goal Setting and peers. Academic Success 2.03 Choose to be self-directed, independent learners. Special Program 2.01 Demonstrate the motivation to achieve individual poten- tial. 2.07 Demonstrate a goal setting process. 1.01 Demonstrate competence and confidence as a learner. 1.02 Establish positive interest in learning. 1.03 Communicate pride in work and achievement. 1.04 Understand mistakes as essential to the learning process. 1.05 Identify attitudes, beliefs, and behaviors that lead to suc- cessful learning. 1.06 Develop time management and task management skills. 1.07 Demonstrate how effort and persistence positively affect learning. 1.08 Indicate when and how to ask for help. 1.13 Demonstrate dependability, productivity, and initiative. 1.14 Communicate knowledge. 4.05 Develop organizational skills. 3.01 Demonstrate the ability to balance school, studies, extra- curricular activities, leisure time, and family life
  9. 9. Healthful Living Guidance Service/Other Weeks 7-9 2.05 Use assessment results in educational planning. Powwow #2 2.06 Develop and implement an annual plan of study to maxi- mize academic ability and achievement. 2.08 Use problem-solving and decision-making to assess pro- gress toward educational goals. 2.09 Compare the relationship between classroom performance and success in school. 3.02 Consider co-curricular and community experiences to enhance the school experience.QUARTER 3 Humility, Courage, Compassion Weeks 1-3 4.06 Demonstrate knowledge about the changing workplace. Future Ready/Career 4.07 Determine the rights and responsibilities of employers and Empty Bowls employees. 4.08 Generate respect for individual uniqueness in the work- place. 2.10 Consider postsecondary options consistent with interests, achievement, aptitude, and abilities. 3.03 Determine the relationship between learning and work. 3.04 Research the value of lifelong learning as essential to seeking, obtaining, and maintaining life goals. 3.05 Demonstrate how school success is the preparation to make the transition from student to community member. 3.06 Communicate how school success and academic achieve- ment enhance future career and vocational opportunities. 4.01 Develop skills to locate, evaluate, and interpret career information. 4.02 Evaluate traditional and non-traditional occupations. 4.03 Demonstrate the importance of planning. 4.04 Pursue competency in areas of interests. 4.09 Develop a positive attitude toward work and learning. 4.10 Explain the importance of responsibility, dependability, punctuality, integrity, and effort in the workplace.
  10. 10. Healthful Living Guidance Service/OtherWeeks 4-6 5.03 Demonstrate knowledge of the career planning process. Special Program 5.04 Indicate the various ways which occupations can be clas- sified. 5.05 Establish how changing economic and societal needs in- fluence employment trends and future training. 5.06 Demonstrate awareness of the education and training needed to achieve career goals. 5.07 Assess and modify their educational plan to support career goals. 5.08 Use employability and job readiness skills in work-based learning experiences. 5.09 Select course work that is related to career 5.01 Apply decision-making skills to career planning, course selection, and career transitions. 5.02 Apply personal skills, interests, and abilities to current career choices. interests. 5.10 Maintain a career-planning portfolio. 6.01 Investigate how work can help to achieve personal success and satisfaction. 6.02 Indicate personal preferences and interests that influence career choices and success.Weeks 7-9 6.03 Understand that the changing workplace requires lifelong Environmental Education learning and acquiring new skills. Powwow #3 6.04 Give reasons for the effect of work on lifestyles. 6.05 Understand the importance of equity and access in career choice. 6.06 Understand that work is an important and satisfying means of personal expression. 7.18 Recognize the value of the educational process.
  11. 11. Healthful Living Guidance Service/OtherQUARTER 4 Compassion, Perseverance, Self-Discipline Weeks 1-3 2.01 Analyze messages in the media targeting 8.07 Indicate when peer pressure is influencing a decision. Safety & Survival teens. 8.08 Calculate long and short term goals. Texting, Internet Safety 5.01 Explain the variety of health risks associ- 8.09 Evaluate alternative ways of achieving goals. Drug Awareness ated with injection drug use. 8.10 Use persistence and perseverance in acquiring knowledge 5.02 Assess the addictive nature of tobacco, and and skills. predict the consequences of 8.11 Develop an action plan to set and achieve realistic goals. prolonged usage, and resources for quitting. 8.01 Understand consequences of decisions and choices. 5.03 Evaluate the social, economic, and cos- 9.07 Apply effective problem-solving and decision-making metic consequences of using alcohol, skills to safe and healthy choices. tobacco, or other drugs. 9.08 Forecast about the emotional and physical dangers of sub- 5.04 Differentiate proper use from abuse of over stance use and abuse. the counter medications and 9.09 Compare ways to cope with peer pressure. predict the consequences of abuse. 9.10 Create techniques for managing stress. 5.05 Summarize drug dependence and addiction 9.11 Select coping skills for managing life events. and the dangers associated with each. 5.06 Delineate the sequence of substance abuse that can lead to serious health risks.
  12. 12. Healthful Living Guidance Service/OtherWeeks 4-6 4.01 Demonstrate the ability to successfully se- 8.02 Debate alternative solutions to a problem. Nutrition lect healthy food choices and plan 8.03 Develop effective coping skills for dealing with problems. Body Image meals that emphasize the principles of the Die- 8.04 Demonstrate when, where, and how to seek help for solv- Personal Wellness tary Guidelines for Americans. ing problems and making decisions. Alternatives to Western Medicine 4.02 Identify appropriate serving sizes for foods Special Program: Earth Fare Cooking and beverages in each food group and explain how to plan for proper por- tions in a healthy eating plan. 4.04 Compare and contrast the similarities and differences among protein, fats, and carbohydrates regarding nutritional value and food sources. 2.02 Define and provide examples of health and medical quackery and explain how to identify this information as quackery. 2.03 Predict the health consequences of inade- quate rest and sleep. 4.05 Differentiate between positive and negative body image, and describe the importance of a positive body image. 4.06 Compare and contrast healthy and risky approaches to weight management. 4.07 Summarize the recommended amounts and types of physical activity for adolescents and adults. 4.08 Identify ways to increase daily physical activity and decrease inactivity.Weeks 7-9 2.05 Demonstrate techniques for basic first aid Powwow #4: Celebration of Special- and procedures for treating ness injuries and other emergencies. 2.06 Identify measures to reduce risk of injuries in case of fire. 2.07 Identify measures to reduce risk of injuries around water. 2.08 Evaluate environmental, psychological, and social factors that might affect excessive sun exposure and describe how these factors contribute to the development of skin cancer. 2.04 Analyze how the interaction of individual behaviors, the environment, and other factors cause or prevent injuries.
  13. 13. ABOUT ARTSPACE CHARTER SCHOOL VISION ArtSpace Charter School will be a THE FOUR PILLARS national benchmark in educational excel- lence through integration of the arts. ArtSpace’s Four Pillars provide structure and support and mirror our school community. They are values that are taught, discussed, and nurtured in all our students. MISSION We believe if the pillars are applied to personal devel- ArtSpace Charter School offers a complete opment and interpersonal relationships, the members education, through an integrated curricu- of our community will flourish. lum centered around visual and performing arts, utilizing an experiential approach. We RESPECT believe in a family-centered, cooperative Due regard for the feelings, wishes, rights or traditions approach to education that encourages parental involvement and community of others, self, and the learning environment. service in order to nurture responsible citi- LEADERSHIP zenship. To show the way, to model, to empower, to be a princi- ple player in your own life and the lives of others.T.R.I.B.E.S. EFFORTA primary component of the ArtSpace mission is to foster whole- A determined attempt by an individual or a group ofchild growth. T.R.I.B.E.S. (Trust, Respect/Responsibility, Identity, people with a common purpose.Bonding, Effort, Service ), the middle school advisory program, pro-vides a safe, nurturing environment for students to work with a SERVICEteacher in a small group to address social, emotional, and academic Helping or doing work for others; providing for others inneeds. T.R.I.B.E.S. meet three times per week for 30 minutes to de- need. A favor, kindness, or selfless act.velop personal goals, design and implement service projects, andparticipate in teambuilding activities. Examples of service projectsinclude volunteering at a local soup kitchen, partnering with the “There is something lifted in this place. It could be theelderly, and reading buddies. T.R.I.B.E.S. also present the annual elevation, but I believe it is the hands bent withEmpty Bowls event to promote hunger awareness while raising intention.’ — Community of Souls, 2009, Glenis Redmond, NC Poetfunds for the local food bank.
  14. 14. Cande Honeycutt, M.A., M.A.Ed.Assistant DirectorArtSpace Charter School2030 US 70 HwySwannanoa, NC 28778(828)298-2787 ext.