De waarde van de grote schat: The Third Game.

I drew out the path as we went along.
Kinda forgot about it at the guardian.

 

So, last Wednesday I played "De waarde van de grote schat" with the kids from my third school. These are two kids. It's the first time that they chose option B: to go treasure hunting on behalf of someone else, helping them with the hunt. I was exited for this, as I could try out my twist ending. Also, the rate of selfishness/altruism so far is 2/1. Definitely need a bigger test pool to see what the average would be.

So they named their characters and their friend. I asked who it was. Did they know them or was it a stranger? Did they grow up with them? They decided that he was a very trustworthy friend. They gave him a silly name, since they had no inspiration for a regular name. Thus we met Karboeb. (I had to keep a straight face here because it's pronounced "Kar-Boob".)

The also started by asking wether this was in modern day times or in the medieval times. I told them we could decide this on our own. The choose the medieval times "because that's more realistic". I am still baffled by that leap of logic.

The Countryside

Leaving the unnamed village (I should let them name it themselves, but that might eat up precious time. Maybe I should come up with a name.) they traversed the countryside where they heard cries for help and saw smoke in the distance. A farm was on fire. They decided to help.

Design note: I wonder if they would have done so if there was a timer of sorts, or something else to make the choice harder. Like competition. Maybe something like Willy Wonka's Golden Ticket.

A quick draw up, which my target audience might not think of to do.

They arrive on the scene, which I quickly improvise and draw up. Giving it three buildings on fire: The main living quarters, the stables and the shed. The farmers where an older couple who they could not understand in their panicked heavy dialect. They were pointing to the main building, but the kids were like "We need to save the horses!". As I asked them if there would be people in the main building, they reacted that if there were people inside the older couple would have already tried to save them.

It was then I realized this group was definitely smarter than the kids I usually play with.

Since I was improvising I could roll with it. So I asked them how they would try to put out the fire. They asked if there was a well somewhere. Or different water somewhere.

Yup, definitely the smart group.

So I rule that with the five of them (the two PC's, their friend and the two farmers) they would be able to make a bucket chain and ask them which house first. As said before, the stables. Because horses! After the stables the choice was the main house or the shed. They asked what was in both. I told them the house is where people lived and there might still be people in it. The shed is where the food is.

They actually almost went for the shed first, arguing that they would have heard it if someone was in need. So I suggested they roll to see if they could hear something. They heard the faint crying as if from a baby. Well, plans changed quickly. The baby's life was deemed more important than the food, and they went to douse the fire in the house. Actually one of the PC's who had some skill in strength didn't want to waste time with water and kicked in the door, action hero style and found not only a baby, but a teenager that was passed out, who had to be on the way to the baby. He was able to carry them all out while the rest managed to douse the fire.

I then cranked up the fire in the shed and they got it out as well, but not without some lost food, which they were sad about. They got rewarded with two horses though! (they got a choice between horses or food) 

Teacher Note: I wonder if they thought they could figure out a way to save everyone and everything perfectly? I wonder if this scenario would be too cruel if things would go wrong with their rolls?

Design Note: I was able to improvise this quickly, because I am used to the hobby. My target audience are protestant and evangelical teachers though, who for the most part will not even have a frame of reference for this. If they've heard from it, it will most likely be in a negative way. So they will not be used to this. It would be a good idea to make each of these events actually prepped instead of just a prompt, for those that want to use it.

The Forest

So then they went to the forest, where brigands jumped from the bushes. "Your money or your life!", they shouted. Having previously discovered how smart she was, one player's character pretended like she was gonna give them her money but then patted her coat. "I could swear it was here! I must have dropped it over there!" They fell for it and went back to where she pointed. Instead of just riding along, the strong character which already saved people from a burning house snuck after them and with a branch knocked them both out cold. Then they robbed the robbers, finding gold jewelry and the like and taking their weapons and distributing these amongst themselves, reasoning who would be best with what, etc. This dealt with they went on ahead to the cave.

The Cave

Arrived at the cave they find that the entrance to the cave is very narrow. They cannot take much with them, but as established, they are too smart for me. They take some time to build a shelter for their horses and camouflage it. Then they tie their horses to it so they are safe while they go spelunking. I told them they could not get through the narrow opening without leaving everything behind, but they retorted with ... "What if we tie it all up in a package and throw it through first?" I mean, I gotta reward their cleverness, so sure. And then I ask them to roll to see how fast they are. They are just fast enough to see a little mantake the pakket and run. Immediate pursuit. Being able to capture the little gnome by the feet right as he dove into a hole they fish him out and grab the bag back. They then buy his services with a necklace, and proceed to the guardian.

Design Note: Smart kids vs. improvisation... I resort to standard fantasy and fairy tale, which I'm trying to avoid in the finished product. I think having it be a creature like a fox or something would've been better. Also, man, bundeling their stuff up and throwing it through. Nice one. I wanna just play some OSR sandbox stuff without any agenda with these kids, but that's not an option currently.

Teacher Note: Impressed that they thought out of the box, but it kind of defeated the purpose of the exercise. At least they had to leave behind their horses, so I'll take that. I might have to have a little think to make this more enforceable. I want to make it kind of like the idea of the "eye of the needle gate", because they should have to think what they are willing to sacrifice to gain entrance.

The Guardian

Here they met a fully armored knight who opens up his visor to reveal, a skull! *GASP* I immediately asked if it was too scary (I can change it if it's too scary), because they reacted more strongly than I expected. It turned out to be okay once the undead knight revealed that he could only let them pass if they would win a game of Rock Paper Scissors from him. They were up to the task and reached for their dice while I made a fist and started the rime on my hand. "Oh, we're really playing it?!" And it was fun. Which is also what the skeleton said, as he hadn't been able to play for the last 100 years. One player lost but the other won, and the knight opened his chest armour and from between his ribcage retrieved a golden key.

Design Note: Again, better to have these things prepared. I definitely went too hard into the fantasy here, and somehow hadn't foreseen their reaction to a living talking skeleton. The document so far just said guardian. I'd used a dragon in the two previous ones, but wanted to try something else. I think this should be some kind of fantastical encounter though, as it's the end. Maybe I should make it into a giant statue that comes to life to challenge the players? Or a mirror, where they have interact with their own reaction or answer some difficult questions or something. I'll have to give this a good think.

Teacher note: DnD and videogames make you forget how actually horrifying of an idea undead are, even in their simple form. Be careful with falling back on fantasy tropes, especially with an audience for which it aren't tropes yet! Again as well, fantasy and my target audience don't always mix. So the above idea of "your own reflection" might be more apt. It could also be a mechanical thing where they have to solve a puzzle, like a maze or a sudoku or something, but I dunno about that. Sudoku will be too hard I think.

The Treasure

All of a sudden they did not trust their trustworthy friend any longer. They thought he was involved in some dark stuff with this skeleton knight and such. Once the friend asked if he could please have the key because it had been so long since he'd seen her, the players went "Her???" Wait a minute. They asked him to explain, which he did. A wizard had kidnapped his girlfriend and put a curse on him where he couldn't tell about it. The players started testing this story (which I was coming up with on the fly) by asking if they knew about this. Well, they knew he had a girlfriend, and now that they thought of it, they hadn't seen her for a full month or something like that.

Design Note: Again with the fantasy tropes. This is not something I can write for my target audience. These are also the consequences of my previous choices, making me dig myself in deeper and deeper. It's harder to foresee something here though, and the kids define their relationship with their quest giver themselves. Maybe I should make it a more formal statement. As with the Golden Ticket idea. Not sure.

Teacher note: So smart again! Just mentioning her instead of it and they immediately caught on to it. The reveal worked amazingly. Not sure this will work for all of them all the time, but maybe it doesn't need to. You can always increase the revealing. I might also be underestimating my other students a bit. Not sure. There are some very distracted kids there.

Thoughts

Most of the thoughts I already put in the text, but I kind of want to tie it all up a bit. The game needs to be more user-friendly or beginner-friendly or however you want to call it. I want to move it away from traditional fantasy to a more allegorical story-game, where the fantastical elements serve a purpose. that have a meaning that support the core issue of the story: Value, and the exploration of what this concept means, the choices it forces to make and how we feel about it. I also want to make each zone stand out from the other, both in art as in meaning.

As a game for protestant-evangelical religion, I want to try and reference stories from the Bible. Some might be overt, others more subtle. To make clear what my intention is with them, I should spell it out for the teachers too.

For two consecutive lessons (100 minutes) it seems to fit. The only problem is with the one lesson version (50 minutes), but that might be a group dynamic thing, because boy are they talkative, and easily distracted. Perhaps I could make it a version where it would be a one scene a lesson thing, taking about 10-15 minutes each time, but then it really eats up the time, and some scenes/events take longer than others, especially once the students would discuss what to do, or make other types of plans. These are valuable (ha!) to this project, since they are actually interacting with the concepts and learning/discovering through play.

To Do

• Make the rules-text user friendly and understandable for complete beginners.
• Graph-i-fy the rules text for ease of use.
• Work out the scenes/zones in detail or provide easy to understand feedback on how to improvise somehow.
• Illustrate the locations/scenes/zones in a way that evokes fun and wonder.
• Think about ways to put time pressure on the endeavor.

Doesn't look like much, but it's quite a lot. There's 6 locations for which 4 have 3 possible scenes each. (So that's 12 scenes/challenges/... to work out and possibly illustrate).