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Make-Up Lessons; *Archived*
Topic Started: Dec 15 2016, 02:15 AM (190 Views)
Professor Aeon Summers
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Canine Animagus ☼ Spell Inventor Magical Menagerie Proprietor Transfiguration Professor 1-4 Brodie's Familiar

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Lennon Cohen-Knight
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Anti-Quidditch | Hogwarts Monthly Editor | Amateur Photographer

Lennon Cohen-Knight
Ravenclaw Third Year
Lessons 1-6; Y27


[justify]Lennon was excited for his Transfiguration classes this year and learn more advanced Transfiguration. He finally felt like they were getting into the better, more complex spells so he was excited to hear what they would be learning today. He knew the first lesson was always an introductory one, so he was not exactly expecting such a lengthy lecture. It didn't take him long for him to pull out his parchment, ink, and quill to begin taking notes. Even if lectures weren't exactly as fun as learning a new spell, he had to admit this lecture was pretty interesting. There were some things he already knew about, having grown up in a magical household, but other things he hadn't known before this lecture. He had learned about the laws of food and magic the hard way, when was very young, but learning about the limitations of money was new to him. Of course now that Professor Summers explained it, it all made complete sense, and he wondered why he had never thought of it that way before. He supposed it was because they always had everything they needed so he never questioned where their money came from; except now that he thought of it, his mum spent a large majority of the time in bed, not working, so perhaps it should've crossed his mind sooner. Brushing all those thoughts away, Lennon continued to focus on the lecture, taking more notes and jotting down the homework assignment. Once they were dismissed, the Ravenclaw packed up his supplies and left the classroom, deep in thought.


Lesson 2
Now that they had gotten the important out of the lecture, Lennon was looking forward to their next Transfiguration class. He walked in and took a seat, excited when the professor said they were going to be studying and practicing Animate to Animate transfiguration. Lennon pulled out his wand, ready to get started, but placed it on the desk obediently waiting for instructions first. He figured he might as well pull out his quill and parchment again to take notes on the lesson before they got started practicing. Once Professor Summers began to lecture them on the type of spell they were doing today, Lennon was glad he was taking notes because the information seemed vital to know and remember for exams in the long run. The Ravenclaw watched with rapt attention as he demonstrated the Transfiguration, and was eager to get started to practice. He just hoped his animal, whatever species it was at the moment, didn't hop away off his desk, especially since they were to remain seated. He didn't want to be that student that had to go chasing his creature around the room hopelessly.

After he put away his notes, Lennon went up to the front to grab a frog, holding it in both hands so it didn't escape, and then placed it carefully on his desk in front of him, still keeping one hand on it so it didn't escape justy yet. The boy took his wand in his right hand and concentrated on the image of a grasshopper. The frog began to croak, tired of being held, so Lennon let go of it and decided to watch how fast it moved before trying the spell. Thankfully it only seemed to hop once or twice, content with just not being held captive, and stayed on Lennon's desk. With the frog's back turned to him, Lennon pointed his wand straight at the amphibian and said the incantation clearly, "Locusta!" He watched carefully as the frog quickly shrunk and turned into a grasshopper and had to prevent himself from 'whooping' out loud in class. He gave a sigh of relief and presented his new insect to the professor before leaving the classroom.


Lesson 3
Lennon walked into Transfiguration class eager to see what they would be transfiguring next. He was happy to see that they were continuing Animate to Animate transfiguration and wondered what animals they would be using that day. When he heard they were turning rats into rabbits he nodded his head excitedly, glad to be practicing on turning a small animal into a larger animal, when last week it had been the opposite. He knew that concentration on the newer animal was key to transfiguring these animals so a bigger animal would require more focus and intent behind the spell. He practiced the incantation with the class as the professor instructed and was annoyed with himself to find that he kept fuddling the pronounciation. He said it a few more times to make sure he could say it correctly, especially since they were limited on the number of rats they had to practice on and use; he couldn't afford to mess up by saying the wrong incantation. Lennon practiced once more, saying "Cuniculus" just to make sure it was correct and walked up to get a rat from the professor. When he said they were going to practice in pairs, Lennon sighed, hating group work, but paired up with someone in the classroom rather than have to make small talk going elsewhere in the castle. He knew that Professor Summers had done this to give them a bit of a break and some fun, but Lennon was not much of a social person so being forced in pairs or groups stressed him out. Once he and his partner had occupied a distant part of the classroom, he placed the rat down in front of them, creating a small barrier so the rat couldn't escape. Together they practiced the incantation again and discussed what type of rabbit they would be trying to create, so his partner wouldn't be thinking of a white Easter bunny type and Lennon would be thinking of a brown one. When they had agreed on a look, the both of them pointed their wands straight at the rat and said the incantation, thankfully turning the rat into a brown rabbit. Lennon put his things away as his partner went up to the Professor to show them their final product.


Lesson 4
After learning two new types of spells the previous lessons and successfully , Lennon was looking forward to continuing Animate to Animate transfiguration this day. However he was saddened to walk in and hear that they would be dealing with a lecture today. Trying not to look too disappointed, Lennon took his seat and pulled out his parchment, ink, and quill to take notes. His disappointment for not learning a new spell today quickly diminished as Professor Summers began to lecture. The subject matter was something that Lennon was extremely interested in and he had never heard of this type of 'Clashing Magic' but it made so much sense. He'd gotten a pet toy dragon from Zara back in their first year and ever since then the idea of dragons had intrigued him and he wanted to learn more. Now that he thought about it Zara probably got it at Professor Summers' store. At first she had gotten it for him as a joke because he had claimed he couldn't take care of a pet or it would die and since it was a toy dragon it didn't need to be fed. But now that he had grown up a little, he had been itching to get an actual pet from the professor's store. He felt ready to take care of one but now his problem was controlling his impulses and not getting every animal he wanted and only focusing on one at a time. Lennon had zoned out throughout the lecture and quickly did his best to catch up, making a mental note to catch the notes he had missed from a classmate later. Once the lecture was over, Lennon packed up his things and decided to go do more research on these magical creatures on his own.


Lesson 5
Transfiguration had quickly become Lennon's favorite class so far simply because it had a lot to do with animals this year. He had assumed Care of Magical Creatures would be his favorite but something about this subject had captured him instead. He walked into class, wondering where Professor Summers was as he was usually there before they entered, but he took his seat regardless. Then suddenly the dog that was standing there turned into their Professor and now he understood. This was the lesson he had been waiting for for so long, but he didn't expect the subject to come up in third year. All he knew about the magic surrounding Animagi was that it was extremely difficult so he expected it to be taught in their fifth year. So to learn about it now was an unexpected surprise for him. The Ravenclaw took out his supplies and vigorously took notes. Becoming an Animagus was something that intrigued him so he took in everything Professor Summers said. His silver eyes watched intently as their Transfiguration professor went from man to dog, back to man again. Although he only knew the jist of Animagi, the lecture had taught him so much more that he hadn't known about. He had always assumed that people chose their Animagus form so he was surprised to hear that it was not a choice; he wondered what his form would take if he chose to go through with one of his secret desires. But he quickly talked himself out of it thinking there was no way he would ever be able to accomplish something like that. Trying not to feel too discouraged, Lennon noted their homework assignment, remembering what the professor had said on his own views about the Ministry regarding Animagus registration and decided to do it.


Homework Assignment
 
Lennon Cohen Knight
Ravenclaw Third Year
Lesson 5 Assignment


     After careful consideration of both sides of this argument, I can see why the Ministry would choose to keep a list of Animagi in the wizarding world. Such a list could keep them from potentially harming someone who was in their animal form while out and about, like in a forest. Because this list would contain their animal form plus its unique individual markings, this would help them differentiate an Animagus from a regular animal. However, I do not believe this list should be open to the public. This should only be available to top security Minsitry officials. There is no need for anyone else to have access to that information. However, I can also see the way this can be considered an invasion of privacy. My suggestion to try and appease both sides of the argument would be that Animagi should be registered and on a list for only top ranking Ministry officials to know, however they shouldn't have to disclose their animal form because that is the most personal part of the entire process. Since the animal form reveals something about your personality right away, it is reasonable to want to keep that part of your identity a secret.


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Alaska Waterhouse
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america's sweetheart
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[justify]Alaska Waterhouse
Slytherin Second Yer
Lessons 1-5: (Sorry :wub: )

LESSON ONE:
Alaska was unsure of how to feel about transfiguration. On one hand, the girl loved the possibilities and the mystery - but on the other hand, it was unnerving to think you could be transfigured willy nilly. Walking into class, Alaska smiled at Professor Summers before taking her seat. Knowing it would be a simple, introductory class, the blonde hadn't brought any materials besides her wand. She nodded along, following the lesson only because her parents' insisted she got better grades this year.

The girl's thoughts were silenced when the topic of punishing wizards came up, it was literally one of the most horrible thing Alaska had ever heard of. Trying to keep her disgust hidden, Alaska purposefully zoned out a bit, not wanting to become paranoid. At the end of class, she noted down the homework even though she probably wouldn't end up handing it in.

LESSON TWO:
Alaska silently entered the transfiguration classroom. Having actually gone to classes this term, she didn't realize how little sleep other students actually got. Sitting down at her desk, the girl didn't even notice the jar at the front of class. As the lesson started, Alaska gave a little clap of excitement; practical work was always much more entertaining than lectures. Her enthusiasm dropped dramatically when she saw the beetles, the stupid insects made her skin crawl. When the jar came around, Alaska made eye contact with Professor Summers, to point out that she was making a moral sacrifice. Blindly plunging her hand into the jar, she got hold of a beetle, and quickly passed the jar. Her beetle was a gold with amber stripes, not that it mattered; except that it would make a rather spiffy button. As the lesson continued, Alaska couldn't stop cringing whenever the beetle wriggled between her thumb and pointer finger. Wanting to transfigure the beetle as soon as possible, Alaska made sure to pronounce the spell properly, "Praepilatus,".

Swiftly placing the little bugger on her desk, Alaska pricked the beetle three times and gave the incantation. It was still a beetle. Swearing under her breath, she moved the beetle back into the centre - where it was easiest to transform it. Being more assertive, Alaska tapped the beetle picturing it as a button - which not only is what the prof. suggested, it also grossed her out less. Giving a concentrated swish of the wand, she cast the spell "Praepilatus," and the nasty little beetle became a golden coat button. Feeling rather pleased with herself, Alaska left the classroom giving Mr. Summers a wave on her way out.

LESSON THREE:
Waltzing into class, Alaska was in much happier spirits than last week. Her studying had payed off, and her parents were pleased with her improvement. Hoping no one would notice, Alaska moved from the third row to the second. Transfiguration was becoming one of the highlights of her week, although she would rather die than admit to it. As class started, Alaska hoped her beetle was one of the last standing; she wanted to be more successful than her classmates, it would definitely amp up her reputation. Letting out a sigh of relief, Alaska would rather have detention than have to transfigure a beetle again. Realizing the lesson, Alaska was uncomfortable. Learning that the chipmunks were alive to be transfigured helped a bit - but not much. As Professor Summers came around, Alaska grinned excitably at him and took hold of the chipmunk. Cradling it gently, the blonde was a tad overwhelmed; the chipmunks back at Walla Walla wouldn't come within a ten foot radius of any human.

Placing the little thing on her desk, Alaska quietly apologized before casting the spell, "Statua". it took a moment for her to realize her spell hadn't worked, and rushed to corral the chipmunk before it leaped off her desk. Trying a second time, Alaska lost her focus and messed up again. Unhappy with her performance, she took a second to collect herself. Taking a deep breath, Alaska calmly gave the spell again, "Statua," and this time her little friend turned into a wooden sculpture. As class was dismissed, Alaska gave a wave on her way out the door.

LESSON FOUR:
Running a but behind, Alaska barely scraped her way into the class. Sadly, that meant she had to sit in the back; which was frustrating any day, but even more irritating since it was a theory lesson. Pulling out her note taking supplies, Alaska was determined to bring some dignity to the back row. Alaska listened somewhat carefully, and took fairly thorough notes - adding drawings as diagrams here and there. As the lesson came to a close, Alaska gave a wave before exiting the classroom.

LESSON FIVE:
After the frustration of the back row last week, Alaska made sure to be there earlier so that she could get her seat once again. Giving Professor Summers a small smile, Alaska was eager to start the lesson. As the lesson started, Alaska felt a bit of pressure. Last week they learned the importance of details with inanimate to animate transfiguration, she couldn't mess this up. Her brows furrowed in confusion, a tortoise? embarrassed, she couldn't remember the difference between a turtle and a tortoise for the life of her. Craning her neck to watch the demonstration, she wanted to get full marks for this lesson.

Walking up to get a teapot, Alaska purposefully chose a medium sized pot with red horizontal stripes; it reminded her of the American flag, her home. Cradling the teapot carefully, Alaska sat down and started concentrating, needing to focus to transfigure the perfect tortoise. Taking a deep breathe, she gave the spell with steady tone, "Torte," and her teapot became a beautiful chestnut coloured tortoise. Leaning back into her chair, Alaska would have to write her parents about his class. She hoped they'd be proud of her. She hesitantly picked up her tortoise, holding it out at arm's reach and plopped it down on Professor Summer's desk. Collecting her stuff, she gave a wave before heading out of the class.





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