marslol
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Posts posted by marslol
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MC Name:
marsvelous
Character's Name:
Sumana
Character's Age:
100+
Character's Race:
Elf
Link to your accepted MA:
https://www.lordofthecraft.net/forums/topic/232400-druidic-communion-ma-marsloll/
What magic(s) will you be teaching?
Druidic Communion
Describe this magic or a creature as a whole:
Druidic Communion is the baseline for all that encompasses a Druid’s magic - the first magic they learn once they are attuned as a new Druid. This magic, gifted to mortals from the Aspects, allows a Druid to perceive, manipulate and understand nature far better than a regular mortal - for they have been attuned to Nature’s Song and can physically hear the living hum that runs through all of the natural world.
When first attuned, younger Druids and newly attuned take some time to get used to the new noise that has been attached to the back of their head - only getting easier to manage with practice and patience. When reaching T3, a Druid is now capable enough to branch out and learn other sub-feats and submagics within Druidism, such as Blight Healing or Herblore. Upon reaching T4, they are able to start teaching and guiding others into the fold, and once they reach T5 after four OOC months, the epitome of their magic, they are able to passively commune and further their studies into arts like Transcendence.
Are there different sections or subsections of magic? Can those be elaborated upon?
A druid’s three base abilities are as follows:
Communion - This entails the general communication and understanding of the natural world. Communion is the first spell that is required to be taught to the newly-attuned, allowing them to hone and focus in on the song as something perceivable rather than just a drone. Through communion, they may also communicate with plants and animals, and eventually learn to see the ebb and flow of nature without even opening their eyes.
Control - This section is as the name suggests - it is the art of controlling and manipulating nature, allowing the druid to move plants around either to attack, or aiding a plant to grow and fast forward into adulthood in mere seconds, rather than years. They may also learn how to grow items out of floral materials, no longer needing to chop down an entire tree for a project but rather using both the tree and their imagination to work in tandem to create something new.
Infusion - This section encompasses spells that have to do with a druid’s energy and the manipulation of such. They may aid other druids by sharing their own energy and weaving it into their being to act as some sort of battery, or they may take their energy and place it into an object of their choosing, infusing it with magic to serve some sort of purpose. This section also teaches Druids how to attune someone to the song by using their energies, and create a new Druid.
Can you give an example of a casting emote, of a spell of your choice?
[T4 Gleaning]
[!] Sumana heads out to the beach just at the crack of dawn, as the sun is just barely breaching the horizon. His eyes are set, however, on a coconut tree, far down by the water’s edge. As he nears the base of the tree, he places a speckled hand upon it with a stark inhale, then exhales - shimmering orange dots begin to form along his cheeks and temples with relative ease as they glisten like scales. [Communion 1/2]
[!] As the druid opens his eyes, gone are his dark black eyes - now enwreathed with a sunset-orange glow. The scales upon his face shimmer with rippling reflections, as if Sumana was underwater. His eyes flickered up to the leaves of the palm now, attuned to the voices of nature that surrounded him. [Communion 2/2]
[!] His hand remained solidly placed on the palm’s trunk as his eyes flickered and squinted at something intangible to the regular eye - the druid attempting to commune with the old tree and establish a link between them. His eyes blink and relax once it appears that he has managed to get through to the tree. [Gleaning 1/5]
[!] Sumana takes a moment to think then, about what it is that he wished to create before his eyes briefly wander off to some small shells along the sand. His mind immediately flickers to that of a large conch, and it’s relayed back to the palm, starting simple with its oblong shape and opening near the bottom. [Gleaning 2/5]
[!] The foliage of the palm rustles at the idea before the connection between leaves and tree begins to grow. It was a bulbous shape at first, and at first glance, one might think the druid was just growing another coconut. Its round shape soon stretched out per Sumana’s request and tapered itself to points on either ends. [Gleaning 3/5]
[!] Small wooden spines began to protrude out the upper portion of the ‘shell’ as Sumana’s eyes trained and honed in on the growing object, squinting and shifting his hand away to hover just under the gleaned object. Subtle chatoyancy could be seen against the false conch’s surface as the coconut hairs began to shed from its form to reveal its shiny wooden surface. [Gleaning 4/5]
[!] The shell soon solidified its shape at the very top of the tree - the palm itself quivered and shook around some as if suddenly battered by winds, but it was to dislodge the creation for Sumana! The shell detached with a sharp ‘SNAP!’ noise before plummeting down into the druid’s hands. He looked it over, as if to check out his work with the tree, before giving it a congratulatory pat on the trunk for its hard work. [Gleaning 5/5]
Can you give an example of a teaching-emote (interacting with another) of a spell of your choice?
[Powersharing]
[!] After a long day, Sumana lead himself and his student down to the beach as the sun began to set, stopping right under the shade of a tree and gesturing them to sit and he sat after. With his hands folded in his lap, he leans back against the trunk with a comfortable huff. “Ma, I’m sure you’ve been thoroughly tired out by today.” Offered the druid in a sort of snort-laugh but quickly turned serious. “Whether it is through druidic means or physical needs, everyone has the capacity to feel and get tired, exhausted even. It’s natural of course, to feel like you’ve expended everything, but nature does not wait. In fact, nature, and people who seek to disrupt it, use this time of weakness to their advantage. They stall and they wait until we are too tired to defend ourselves before they strike at their advantage.” He squints at the other, as if to gauge their facial expression or response before relaxing once more. “Thankfully, there is something that druids can do to help each other. After all, we function better as a pack rather than a singular lonely lone wolf. I will demonstrate.” He notes before subtle orange dots began to form on his cheeks, subtly glowing brighter until they were glistening scales that marked his temples and cheekbones as his eyes were set ablaze. [1/3]
[!] His student sat up more attentively now, yet their body was evidently still strained from the day’s work. As Sumana focused on his hands, he continued to speak. “We are able to essentially channel our energies into something visible - tangible, even - where we can share it with others, like what I will do with you now. It can help replenish others’ energies at the expense of ourselves however - by helping them, we leave our own bodies open for attack, and you won’t be able to defend yourself once you start or you will lose your connection.” In his hands then, a dim orange light had begun to form fog and clouds around his arms. [2/3]
[!] “This sort of energy will ease some of the pain that you feel, as well as making you feel generally better about things.” The druid murmured, watching the clouds roll around his arms for a moment. “Nae, but it’s a useful tool for others if you see them struggling and wish to help. We would be able to do very little without our peers. All you must do is connect, and focus on the energy within yourself, like a spring and allow it to spill forth and towards those who need it. I will not ask you to further exhaust yourself for my sake, but this is something that you will likely be called on to do for others. Practice, and it will get easier.” His attention flickered over to his student and the clouds followed suit, hovering over the head of the other. They shake and ‘rumble’ for a moment before orangey light softly begins to ‘rain’ down upon the student, invigorating them with a new burst of energy. [3/3]Say your student powergames during or after teaching, how do you reprimand that?
Should my student powergame, I will talk to them OOCly about the situation to understand why it is they did what they did. After such, I will go over everything again to make sure to clear up any misunderstandings. Should they continue powergaming, I will contact ST and drop the student.
Do you have a magic(s) you are dropping due to this app? If so, link it:
N/A
Do you agree to keep the ST updated on the status of your magic app?:
Yes
Have you applied to teach this magic on this character before, and had it denied? If so, link the app.
N/A
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Accepted.
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New Teacher
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MC Name:
marsvelous
Character's Name:
Sumana
Character's Age:
100+
Character's Race:
Elf
Link to your accepted MA:
What magic(s) will you be teaching?
Druidic Blight Healing
Describe this magic or a creature as a whole:
Blight Healing is a subsection of the Druidic Magics that can be learned by any druid once they reach T3. This magic heavily focuses on the injuries that nature may sustain, whether through mundane means, alchemical and even magical. The name is as it suggests, with the main focus of the magic being healing blight - that is to say some form of corruption or unbalance in nature that may be fixed through removing it from the area. This magic also works to some degree on fae creatures and other nature-based CAs as well as animals, in terms of healing. The way this magic is utilised is fundamentally different than Communion as the magic summoned is usually in the form of ‘mists’ rather than just the standard glow.
The exhaustion that a Blight Healer may withstand is on par with that of their current tier, and should they cast as the max force/radius, they will be heavily encumbered with exhaustion and they are only able to cast that singular spell during that encounter. Their energy will replenish after [1] OOC hour of true full rest - however if a druid is constantly on their feet and doing other things, it may take up to [1] OOC day to fully replenish themselves. Combative spells such as Grasping may only be used once per encounter while the Sealing ritual can only be cast once per OOC week. Due to the extent in which Blight Healing takes upon the body, the magic ends up warping and changing the druid as they progress further in tiers - they may find themselves greying much earlier than expected, becoming more lethargic or developing bodily aches. They may also gain mental effects, such as insomnia or frequent headaches/migraines.
Are there different sections or subsections of magic? Can those be elaborated upon?
There are severeal abilities that a Blight Healer may utilize - most pertaining to the wellbeing of nature. While most Blight healing spells are focused on flora, Regeneration is an example of a spell that can be used on animals. There is a singular combative spell called Grasping, which requires a T4 druid to be create an outwards natural burst of energies that may ward off any sort of projectiles headed towards the druids, as well as cleansing the nature within the burst's radius. There is a ritual that may be learned at T5 called Sealing in which several master Blight Healers may create a large 'bubble' to seal off blight from an area and preventing it from spreading further outside this radius. There are several spells that may also be used to 'enchant' spells through Druidic Communion's Infusion, where certain Blight Healing spells may be infused into objects, such as Decay, or Awakenning.
Can you give an example of a casting emote, of a spell of your choice?
[Regeneration]
[!] After a long ride across Aevos, Sumana and his steed pause for the day - setting up camp in the middle of a lush forest clearing. As he gathers things for the fire, he notes the Sun Stallion fidgeting and visibly upset, pacing around in circles with growls and huffs. As the druid approaches, he notes that its delicate scales had garnered a jagged scratch from a thorned branch nearby. Letting out a quiet sigh, Sumana manages to get the draconic-looking horse to sit - kneeling down by the injury, the druid allows himself to take in a few breaths. With each exhale, a shimmery puff of orange mist expels as shimmery scales blossom over his cheekbones. [1/4]
[!] The mist soon becomes a school of fat goldfish, swimming around the man’s head in a singular herd. The Sun Stallion lets out a pained hiss as it resists the need to fidget and kick away Sumana’s hand. The druid then directs the swarm of goldfish over to the horse, as the shimmery fishy swarm languidly ‘swims’ through the air over to the animal, encircling the wound. [2/4]
[!] The druid’s hands gently wipes down the blood that soaked its golden scales before the swarm of shimmery goldfish wriggle their way into the wound. This, evidently, sends the horse into a panicked state - kicking about as Sumana quietly hushed and soothed the animal by running his hand along its back to allow the rest of the mistwoven fish to burrow into the cut. [3/4]
[!] The wound began to glow a shimmery orange as the mists did their work, weaving through the flesh and blood of the horse to seal up the wound as if it was never there in the first place. Misty sunset-hued ripples coursed over the golden scales until the cut had fully sealed up. Now relaxed and no longer in pain, Sumana’s horse let out a huff and appreciative snort, carefully clamouring back to a stand. [4/4]
Can you give an example of a teaching-emote (interacting with another) of a spell of your choice?
[Blooming]
[!] Climbing up the top of the Grotto, Sumana and his student breached the upper hill, heading into a clearing away from the path so that they only stood around flowers, grass and trees. Standing in the shade of the large Mother Tree, this particular area did not tend to get as much sun as the rest - evident with their smaller growths and lacklustre colour. He then rests his staff upon the grass in front of him, and splayes an arm out to gesture to the lacking flora. “In situations like these in the world where there are plants that are suffering and not growing as well as they should, certain druids - that means you and I - have the ability to restore that. By summoning forth our mists and allowing them to sink into the area, we are giving them an extra boost, so to speak. I want you to connect and bring forth your mists.” Sumana explained, resting against his staff as he watched his student begin to connect. [1/4]
[!] Stepping back some away from the student, Sumana continued to speak - waving his hand about nondescriptly. “Your mists will extend out in a radius around you once you are able to bring them forth - you must turn your focus to the ground when you do, as that is where you want your energy to go.” The other nods, collecting the Healing mists in their hands as they waft about without direction. [2/4]
[!] “Now, I want you to be able to let your energy sink into the rest of the plants, like morning fog settling at daybreak. Allow it to disperse and be shared amongst the plants, and feed them your energy.” After a moment, the student then directs their mist to the faltering flowers around them, allowing the mist to flow around each blade of grass as the immediate area around the Healer glows with their aura. [3/4]
[!] The other’s face squints as their hands clench, forcing the rest of the mist to spill out as far as it could before allowing the plants intermingled with the aura to suck it in like a vacuum. Almost immediately, the plants affected by the magic seem to be bolstered by the Blooming effect, standing taller and straighter - flowers blossom a little wider and are richer in colour, and the grass is not as dull as it used to be. [4/4]
Say your student powergames during or after teaching, how do you reprimand that?
Should a student of mine powergame, I would reach out and discuss with them OOCly about what may have lead them to such and clarify anything that they may had confused. Should it happen once more, I will contact ST and potentially drop the student.
Do you have a magic(s) you are dropping due to this app? If so, link it:
N/A
Do you agree to keep the ST updated on the status of your magic app?:
Yes
Have you applied to teach this magic on this character before, and had it denied? If so, link the app.
N/A
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MC Name:
marsvelous
Character's Name:
Nimue
Character's Age:
Old enough
What feat(s) will you be learning?
Smoggers
Teacher's MC Name:
Evonpire
Teacher's RP Name:
Aer'dir of Joma
Do you agree to keep Story updated on the status of your feat app?:
Yes
Have you applied for this feat on this character before, and had it denied? If so, link the app:
N/A
Are you aware that if this feat is shelved, it will be unavailable to use?
Yes
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New teacher - starting at T1
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Denied.
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Denied.
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New teacher.
1 -
Kani path changed to the Path of the Sun.
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Teacher has been swapped to:
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Denied.
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Learned Spells:
Ensorcell Material
Ensorcell Flesh
Siphonning
HemorrhagingScabbing
Hail
Embark
Invent0 -
MC Name:
marsvelous
Character's Name:
Sumana
Character's Age:
100+
Character's Race:
Elf
Link to your accepted MA:
https://www.lordofthecraft.net/forums/topic/233309-druidic-herblore-fa-marsvelous/
What magic(s) will you be teaching?
Herblore
Describe this magic or a creature as a whole:
Herblore is a subsectional Druidic feat that can be accessed once a druid reaches T3. This feat mainly focuses around the manipulation and alteration of a plant’s inherent properties in various endeavours, such as creating vision-inducing concoctions, changing a plant’s aesthetic appearance or creating an on-the-go bandage for sealing wounds of varying severity. At the height of their craft after about an OOC month, an Herblore druid may even infuse a plant of their choosing with pseudo-life, essentially creating a plant version of a Housemage’s Living Doll to aid them in menial tasks.
Are there different sections or subsections of magic? Can those be elaborated upon?
N/A
Can you give an example of a casting emote, of a spell of your choice?
[Granted Vision]
[!] Pacing into the depths of his home, Sumana carried with him a bundle of harvested herbs and plants from his morning patrol: weeds, vines, leaves and various flowers. Approaching a cauldron of water, he began to toss the plants within, one handful at a time. As he did so, his eyes flickered with an orange light with goldfish-esque scales beginning to blossom over his cheeks and the hand that was throwing the flora in. [1/4]
[!] Once all the plants were added in, the druid went to grab a thick wooden spoon with the shimmery hand, beginning to stir around the pot as it simmered over the flame. As he mixed the liquid, the glow from his arm began to seep into the mixture, causing the swirls in the water to sparkle a similar orange hue. [2/4]
[!] Sumana reached over to his pantry, proceeding to add in other ingredients to at least make the liquid a little more palatable, rather than just random plants he found on his way here. The liquid had begun to pulse with the man’s aura now, thrumming a rich orange colour like a ripe persimmon, rippling harshly as the spoon swirled the pot around. [3/4]
[!] The druid gave the pot another second or two before a tall tower of orangey steam suddenly poofed upwards, raining shimmery sparkles down to the rest of the liquid that had adopted a passive glow. Despite the spoon ceasing its mixing, the potion continued to ripple and slosh about through the imbued magic from Sumana. Noting the change, he let out a hum, grabbing several bottles to save for a willing or unwilling test subject. [4/4]
Can you give an example of a teaching-emote (interacting with another) of a spell of your choice?
[Alter Flora - Alter Form]
[!] Sumana led his student out into an open field of flowers, where different sorts blossomed around their feet - the warm sun beating down on them at the height of noon. “The first thing that we shall go over is how to change a plant’s form. Most of these changes may be aesthetic or you may be inclined to change an effect of a plant, like an herb for medicinal purposes. I won’t be leading you down into the clinic and potentially make it more busy than it needs to be, so we shall settle for changing the exterior of a plant instead.” His hand gestured out to the flowers for the student to choose from while he continued to speak. “You must be able to commune with the plant and create something new with its image, allowing your idea to flow into its own, much like when you Glean something from a tree.” The other checked around, kneeling down next to a particular flower before opening up their communion. [1/3]
[!] “You will want to establish both a physical and mental link with the plant, as you are essentially changing its appearance.” Instructed the druid. “Now close your eyes … imagine anything that you’d like the plant to change into - it could be a new colour, a new shape, spikes, spines, and anything within reason.” The student then reached out a hand to tug at a leaf, as if to shake hands and closed their eyes, carefully thinking about what they wish the plant to look like now. [2/3]
[!] “Once you have a set outcome in mind, all you have to do is gently offer it out in exchange to the plant. Allow it to take what you want, and change.” As Sumana spoke, the student only offered a small nod as they continued to commune with the plant. Slowly but surely, the simple flower began to hard all over before shifting hues into a lustrous gold, as if it was grown that way from the state. [3/3]
Say your student powergames during or after teaching, how do you reprimand that?
If a student powergames within a lesson, I would correct them and try and re-explain it in a way that they can more easily understand. Should they powergame and I am contacted by someone, I'll reach out to them OOCly about the issue and go through the problem step by step for them to understand when and where they went wrong so that they can rectify their mistake. Should powergaming continue, I will speak to ST and drop the student.
Do you have a magic(s) you are dropping due to this app? If so, link it:
N/A
Do you agree to keep the ST updated on the status of your magic app?:
Yes
Have you applied to teach this magic on this character before, and had it denied? If so, link the app.
N/A
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Dropped by teacher. Is at T1.
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New teacher [5/5]
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Denied.
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@Nimbus_StrikeYou don't need to make a whole new app for a new teacher - please make an SREQ with your old application to update it with your new teacher.
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Dropped by teacher - currently T1.
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Accepted.
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Evolved on Feb 13th, 2024.
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Dropped by teacher. Currently T2.
1
[Alchemy] [FA] Tavalicious
in Accepted Magic Apps
Posted
Swapped teacher to: