The T.R.I.B.E.S. program at ArtSpace Charter School aims to foster students' intellectual, social, and emotional growth through small advisory groups. The program is based on principles of respect, effort, leadership, and service. Students meet three times per week in groups of 8-12 students, led by trained staff, to participate in activities focusing on character development, relationships, and service. The program goals are to help students build trust, self-awareness, and citizenship skills through experiential learning opportunities.

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 3
Overview 2010 TRIBES
Descriptions
4
The ArtSpace T.R.I.B.E.S. program is an advisory program for grades 7 and 8 developed based on best practices in middle
school curriculum. In an advisory program one adult and a small group of students interact on a regular, scheduled basis. Parent Information 6
Advisory activities facilitate a caring environment for social, emotional, and academic guidance and support.
Purpose Curriculum 8
The T.R.I.B.E.S. program fosters and supports the intellectual, social, and emotional growth and wellness of each individ-
About ArtSpace 13
ual. The principles of the program are aligned with the ArtSpace Charter School Vision and Mission statements along
with the Four Pillars of Respect, Effort, Leadership, and Service and our school character education program.
Contact Information 14
(continued on page2)

2. (continued from page1)
Objectves
Students 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 projects
Staff 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 skills
Parents and Families will have:
 Assurance that needs of whole child are being met
 Potential for improved communication among family members
 Increased school support
Community 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. T.R.I.B.E.S. Meeting Format
Centering (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 meeting
Learning (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 clip
Becoming (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. 2010-2011 T.R.I.B.E.S. Descriptions
Garden 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 will
look at local and global food security issues. We will explore how community gardens
can help bring awareness to these issues and impact people’s idea of what fresh and local
food means.
Fur Space- Fur Space will focus on Animal Welfare, specifically working with domestic
animal welfare. Students will be expected to work with local animal rescues and shelters
both in areas of hands-on service and fundraising. Those interested must be comfortable
working with cats, dogs, rodents, etc. and may not have allergies which would prevent
field 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 larger
world. By looking at different art forms and new advancements in technology in this increasingly connected
world, 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 teach
ANYTHING. We will welcome teachers of various forms (school, arts, special focus) to speak about what it
means to teach. Students will work with teachers in the school to tutor, to read with, do activities, and create
a 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. 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 like
MANNA Food Bank and other agencies which provide food to people in need. We will also help
each other through the year, sharing our hopes and desires, fears and doubts, prop each other
up when times are rough, and cheer each other in our personal triumphs. Together, we will
create our own ‘canned laughter’, but this laughter will be real!
Community Partnerships- Focus on partnerships with three local agencies, the VA hospital, the
Nature Center and the Arboretum. We will go on one field trip a month to volunteer at these
agencies. In appreciation of veterans and their service to our countr, we will volunteer with the
recreation specialist in the long term care unit. At the Nature Center we will work to prepare
habitats 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. An Introduction for Parents and Families
What is TRIBES?
The TRIBES program is an advisory program for 7th and 8th grades based on best practices
in 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 group
objectives. 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 adina.cooper@artspacecharter.org or Assistant Director, Cande Honeycutt.
cande.honeycutt@artspacecharter.org 298-2787.

7. T.R.I.B.E.S. Curriculum Based on Elements of the NCSCOS
Healthful Living Guidance Service/Other
QUARTER 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 individual's 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. Healthful Living Guidance Service/Other
QUARTER 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. 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. Healthful Living Guidance Service/Other
Weeks 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. Healthful Living Guidance Service/Other
QUARTER 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. Healthful Living Guidance Service/Other
Weeks 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. 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. EFFORT
A primary component of the ArtSpace mission is to foster whole- A determined attempt by an individual or a group of
child 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 SERVICE
teacher in a small group to address social, emotional, and academic Helping or doing work for others; providing for others in
needs. 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, and
participate in teambuilding activities. Examples of service projects
include volunteering at a local soup kitchen, partnering with the “There is something lifted in this place. It could be the
elderly, and reading buddies. T.R.I.B.E.S. also present the annual elevation, but I believe it is the hands bent with
Empty Bowls event to promote hunger awareness while raising intention.’ — Community of Souls, 2009, Glenis Redmond, NC Poet
funds for the local food bank.

14. Cande Honeycutt, M.A., M.A.Ed.
Assistant Director
ArtSpace Charter School
2030 US 70 Hwy
Swannanoa, NC 28778
(828)298-2787 ext. 308
cande.honeycutt@artspacecharter.org
www.artspacecharter.org
www.facebook.com/artspacecharter
www.twitter.com/artspacecharter