Chapter 01: Act I - The Horseman of Christmas Past

[keeperoftales]

A Hollow Christmas Carol: Act I—

§ instructions.
This is the designated log for all the main scenes for Act I: The Horseman of Christmas Past. All sub quests and nonrelated threads are to be made in their own posts. The scenes are listed below along with the assigned cast. Organization wise, the threads can happen in any order so you don't have to wait for one group to post before you do. Just start when you're ready! But to help, include in the subject line the scene header (ex. Scene 1, Scene 2, etc.) You can fluff it up a little to make it more specific like including the main characters or even scene title. Just be sure to have the number so we know which is which!

As a reminder, characters will have the necessary information within their journals. Those who are selected to play a scene will find their journal flashing red, so hard to miss. Aside from a few aesthetic changes (costumes, makeup, etc., think stage effects), all characters will be unchanged and won't gain any new powers or properties (ie. "Ghosts" are still tangible). The information they have is roughly the same as what is written OOCly.

Although there are certain characters set for a scene, it's not impossible for those not directly involved to make an appearance as random side characters or helpers. Characters can either just happen to be there or those cast as the role can make a "call out" through the journals. Any items and locations found through the main scenes are also free to be used by others for fun. There are also Bonus scenes that are basically extra prompts for people to have fun with if they'd like.

If you have any questions, post them to the Game Notes.

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§ main scenes.

¶ Scene 1: Ebegeeser and Horseman of Christmas Past. The Horseman is supposed to show Ebegeeser how he was as a teacher and he was (supposedly) a decent guy. So the best way to showcase that is give Ebegeeser a classroom to teach. The two will need to recreate the Schoolhouse, take care of some pranks, and deal with animated straw children. The "children" can behave however players want them to. Angels or devils, throwing things at Ebegeeser. Even the Horseman can be a brat and play along if they want. The Horseman will also have their pony to deal with and yes—must ride it at some point. Note: If it's pre-planned to not find the Schoolhouse here, let us know so that it's noted in other scenes involving it.

• Find the gift with the Schoolhouse to kick things off. [It's a big green box with a piece of a chalk on top so it should be be pretty obvious]
  
  
• Disarm three pranks set up within the Schoolhouse. [Pranks can be whatever you guys want]
  
  
• Ebegeeser "teach" a class of "children" and the Horseman.

Cast: Ebegeezer - Kazuma Asougi; Horseman - 9S

¶ Scene 2: Ebegeeser's first meeting with Beltrina. Set in the Schoolhouse, Ebegeeser first meets the beautiful Beltrina...and starts thinking about her wealth. Beltrina herself is practicing the violin and is already in a relationship with Bromfred. But could Ebegeeser worm his way into her heart!? Time for Ebeneeser to get his flirt on...and the Horseman might sit on the side and watch. MUSICAL NUMBER ♫ Note: If the Schoolhouse is pre-planned to not be found in the other scene, then they will need to find the box. Otherwise, the scene is set in a random building.

• Beltrina plays or uses the violin. [Can be meshed with the musical]
  
  
• Ebegeeser tries to flirt with Beltrina through song. [♫]
  
  
• Mention Bromfred.
  
  
• Bonus: Horseman of Christmas Past makes an appearance to speak with Ebegeeser [Can have a separate thread]

Cast: Ebegeezer - Cyrus Albright; Beltrina - Pearl; Horseman - Therion

¶ Scene 3: Bromfred's arrogance and Ebegeeser's jealousy. After learning about Beltrina's relationship with Bromfred and Bromfred constantly messing with him, Ebegeeser is brimming with hatred and jealousy. Bromfred's feelings are far simpler—he just finds the guy dumb and an easy target (no one said Bromfred was nice). So they are at each other's throats and will showcase their dislike through the magic of rap. The characters will have to find microphones, make a stage, and then dish out insults at each other a la "Drop the Mic." Who will be the victor? Will Ebegeeser let slip his murderous thoughts!? MUSICAL NUMBER ♫

• Find the gift containing two microphones. [Small yellow triangular box up in a tree]
  
  
• Make a stage. [There will be planks of wood and a toolset available nearby]
  
  
• Rap at each other. [♫]
  
  
• Bonus: Horseman appears to warn Ebegeeser through rap. [♫; can have separate threads]

Cast: Ebegeeser - Edna; Bromfred - Therion; Horseman - Ib

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[Mod note: Refer to the accompanying Game Notes for more information. If you wish to switch out of your current role, let us know!]

Comments

[chippedsoul]

Ah, no it's...just an example. [He clears his throat.] Being able to enunciate is the purpose of this lesson. That being said, tongue twisters can be a useful tool in learning the sound of words and how to pronounce them.

[starseeing]

[ Aawwww, and she looked so hopeful too! There were so many fables centered around romantic things, after all! Maybe these tongue-twisters could have led into some insight as to how they all operated!

Ophilia sits back down in her seat when the Disciple speaks.





And when he's done she's going to raise her hand again, because she has something else to say and raising your hand is how you ask the teacher for permission to speak, isn't it??

(Best to be polite, even in a classroom of strawpeople. ^{this is totally going to be how she communicates with him}) ]

[chippedsoul]

[He'll just have to gently remind her they're not in a classroom later.]

Yes, Miss Clement? [She's really getting into this whole student act.]

[starseeing]

[ And standing up respectfully once more before she speaks. ]

Professor, reciting it is all well and good... but pray, what do you think the passage means?

[ Oh noooo she’s one of those students. The ones that over analyze everything and derail the point of the lesson! ] The smile of the fish...—was it just a trickster fish? Or perhaps the fish lured the fisherman into the fissure! If that’s the case then the other fishermen will never fish him back out!

[chippedsoul]

...It's a tongue twister. There's no real meaning behind them, as they're written simply for the sake of wordplay.

[. . . ] Though it sounds like the latter happened and the fisherman was lured in.

[starseeing]

[ She seems to nod in understanding, settling back in her seat for a few moments of silent consideration.






And then her hand is going to raise once more.

Is he linefacing at her yet. ]

[chippedsoul]

Miss Clement. [He's tapping his foot, but keeping his tone steady.] Might I suggest you tell me all your questions instead of raising your hand for each one of them?

[starseeing]

O-oh, yes! Of course! [ Standing up politely because she is! A good! Student!! And she doesn't want to take all of the classroom discussion time for herself. That would be rude. ]

I was only thinking of what other things the fish and the fisherman-- and perhaps the "fissure" in question itself-- could possibly symbolize. Nothing is ever as it seems at first in literature [ That's right, this tongue-twister is "literature". ], there are always at least two facets to what we are presented!

I suggested before that the fish's smile lured the fisherman, but it could also very well have been a welcoming smile, a call for the fisherman to embrace the mysterious depths fissure he encountered. He may have been frightened, but... with a friend-- that is, the fish--... what was once chilling is not so hard to endure. At least, not alone.

[ Did she seriously turn this into a friendship speech. Oh yes she did. ]

[chippedsoul]

[...Is he hearing this right? This is really happening, over a tongue twister.] I think you're reading too much into this, Miss Clement.

[A few of the straw students are already whispering and giggling under their breath.] There can be multiple interpretations and all of them can be right. That may be the intention of the tongue twister. [Or not at all, but he's trying to be polite about this.]

[starseeing]

[ Oh no he's only just encouraged her. ]

--Well, what is your interpretation of it? Do you think the fish will help the fisherman brave the fissure? Or do you think that the fissure is too dangerous for either of them? Or-- or perhaps something else entirely?!

[chippedsoul]

[Uhhhhh.] The fisherman was fishing and met a terrible end instead out of greed. [That sure was said with the most deadpan voice.]

[decryptic]

[ doesn't raise his hand

straw kids can't hear him so speaking loudly from the back of the room ]

Come on! There's obviously something fishy about the fish with a grin. Fisher was an experienced fisherman, so he would've been prepared to deal with any normal fish. So either that fish was at least 50 kilos, or it was out to get him personally. You know, like revenge.

[starseeing]

--But that's not a happy ending!

[ She says as if it matters. Because it does to her. ] Surely, the fisherman and the fish deserve a happy ending.

[chippedsoul]

Not every story ends with a happy ending, if you can call this a story. [He passes a look in 9S direction. Don't you get into this too.]

[starseeing]

[ Suspicious look. ] Professor, you wouldn't happen to have something against happy endings, would you?

[chippedsoul]

No, I just answered your question. You don't have to agree with my interpretation. [He takes a deep breather as he flips through his textbook.] We're getting off the topic here.

[starseeing]

....Oh, ah. Of course.

[ Sitting back down. ]

Is there another part to this lesson?

[chippedsoul]

Well- [As he looks up, one of the straw kids had their hand raised.] Yes?

[Did the fisherman really didn't make it...?

There were more whispering among the students.
Maybe the fish really did just wanted a friend.
Or really was tricking the fisherman.

The chatter continued on, debating over what the tongue twister really meant as the Disciple quietly watched onwards in the background.] . . .

[starseeing]

[ And if the students are actually having a discussion about it, Ophilia is going to join in with them whether they're real or not. The fissure could symbolize the temptation of mankind, or the darkness within their hearts. But what if the fish-- against all odds-- is simply showing the fisherman can brave through it all without being corrupted?

And so on and so forth.



Brah your classroom is getting out of hand. ]

[chippedsoul]

[He's not going to have much of a say, as the school bell sounds rings throughout the schoolhouse, signaling the end of the day. The students were so caught up in their discussion, they didn't realize the time and were now rushing to get their things together to leave. Even as they did so, they were still chatting away about the fate of the fisherman.

The Disciple was honestly relieved that it was over, letting out some air. He's not cut out for this sort of task.] All right, before you all run out, make sure you read Days with Barley and Rye on pages 23-36 in your textbook. Be ready to recite it tomorrow. [Not that...he'll be here tomorrow, but gotta make it legit! He walks over to the classroom door, opening it for the students to leave.]

[starseeing]

[ And when all the students file out of the classroom, Ophilia still stays. She's standing now, but the timid look of the schoolgirl has faded now that the "scene is over". She enjoyed that, she really did. Perhaps restoring these stories serves more than just healing an injured tale. It gives them-- the Aspects-- the opportunity to experience new things that they've never had the chance to before. At least it did for Ophilia.

She's clapping politely for him, her smile warm and her eyes carrying genuine praise. ]

That was wonderful, Sir Disciple-- ah, or should I say-- Ebegeeser.

[chippedsoul]

[He looks up to her, only a faint smile showing on his tired features.] I don't know if I would call that wonderful, but thank you. And please, keep it to Disciple. [Rip the actual Ebegeeser for that unfortunate name.]

I'm glad it's only for one day. I don't think I could not see myself doing this everyday.

[starseeing]

Is the classroom too much for you? [ She jokes lightly, lowering her hands to rest in front of her. ] ...Alas, I do not think I'd be able to manage a room of youths, either. One must match both their energy and their enthusiasm.

[ Assuming that they are indeed motivated to learn. Which, coming from a world where an education is valuable, usually is the case in her experience. ]

[chippedsoul]

[He hums quietly, leaving the door open for her to exit.] You certainly had their enthusiasm down. [Maybe a little too well.]

[starseeing]

Well, I-- [ A slight blush at that! But she's walking past him, out the door. ]

Isn't it just a little bit exciting to be in a formal classroom? [ Or, she clearly thinks so. ] Not everyone can be so lucky!