Second Years, Lesson Four

Second Years, Lesson Four: Introduction to Inanimate to Animate Transfiguration
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Edward greeted the second year students cheerfully as they trickled into the classroom “Good afternoon. It's nice to see you all here. How did you get on with your chipmunk?" He asked casually to a few students, listening to their answers and passing on some advice. "Great well lets get started. We've practiced Animate to Inanimate Transfiguration and now we are going to get a start on preparing for Inanimate into Animate Transfiguration. Quills and parchment out everyone." This meant an essential theory lesson before starting on anything practical.

"To remind you, an inanimate object refers to any object that is non-living. To change it into something animate, you will need to give your chosen object the illusion of life. Sight, breath, limbs, anything that makes an animate object live. These types of transformations are immensely more difficult than inanimate to inanimate or animate to inanimate transformations, so pay close attention." With that, Edward motioned his wand toward the blackboard, animating a piece of chalk.

Inanimate to Animate Transfiguration​

"Like all transfigurations, transforming an inanimate object into something alive requires a clear and precise mental image of your target. You must visualise every detail from the shape of the eyes, the texture of the skin, and the colour variations. Without this focused visualisation at the moment of casting, the spell will fail or produce a misshapen, incomplete result." Edward took a moment to let the note takers catch up. "Inanimate objects have no minds of their own. Not a single bit. All of it must be given by you as the caster. The first and most commonly overlooked step is recognising that objects like buttons or chess pieces lack any sort of cognitive or instinctual processes. Therefore, the caster must create a brain for the object. For instance, if you're conjuring a frog, you must imbue it with the instinct to eat insects, a sticky tongue for catching prey, and slimy, textured skin. If this step is not performed correctly, then the object will change into the animal, but it might very well be brain dead."

Some faces paled at the thought, others looked bored. It was a very important lesson so he decided to get them to refocus with a demonstration. "I'll show you exactly what this type of transfiguration can do." Edward told them, gesturing with his wand toward an empty chair to the side of the room. It bloomed into a brightly coloured flamingo, its pink feathers standing out as it strutted around the classroom with hardly a care in the world. "That is an example of Inanimate to Animate Transfiguration." He said as some of the students watched, fascinated as it approached them, close enough to touch it if they so wished. Edward's eyes meanwhile drifted to the clock, noting how late it was. "Unfortunately that's all we have time for today. Get ready for a practical lesson next week." He said, reluctantly changing the flamingo back into a boring old chair as the students left.

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Homework: RP attendance! Extra Credit for taking notes on the lesson. Tag @Professor Edward Pirrip if you would like me to interact with your character!

 

[Angelo Dela Cruz]

After suffering through History of Magic, Angelo still hadn't gone to the nurse and now he's been feeling off for days. Maybe he did have a cold. Ugh. He hoped his mum had packed some paracetamol in his bag. Or trunk. Whatever. Anyway, he just tried his best to slog through Transfiguration and maybe he can sleep in the dorms after taking some meds.​

 

[Evan DAramitz]

Evan walked into the Transfiguration classroom, his mind a whirl. He wasn't sure he was ready for another round of turning live animals into something unalive. Thankfully, this session turned out to be a lecture lesson. Evan paid close attention to the lecture, writing down notes and keeping himself busy so he didn't have to think.