Prototyping a Latin 1 practomime

On Wednesday, I get to play-test the beginning of a practomime towards which I've been working for nearly a year now: what I have a feeling, if it catches on, may well be called "The Latin Game" (that's what my daughter calls it anyway, and she's been my only real play-tester all these months).

I call it, among other things, "A practomimetic introduction to Roman culture through the Latin language." It's an RPG--a tabletop RPG at the moment, but with dreams of going digital some day. It's about a possibly-mythical, possibly-real object called the Lapis Saeculorum (Stone of Ages), which bears an inscription that the students have been recruited to decipher.

In order to do that they must:

1. Travel back in time through the imaginative energies harnessed by the Demiurge (aka their teacher; aka, on Wednesday, me);
2. Learn Latin, because of course the inscription is in Latin.
3. Learn enough about Roman culture to understand what the inscription means.

Otherwise, you know, the world ends.

Wednesday is the Classical Association of Connecticut's State Latin Day, an amazing occasion when north of a thousand Latin students wear their tunicae (they can't have the fun otherwise) and run around a camp-like setting that has, of course, a piscina. I've been going faithfully for the last few years with my XBox or laptop in tow, trying to spread the word that games are not the devil, especially when viewed through classics.

The students, taking time away from such things as sunning themselves and racing chariots, have always been appreciative (and they have to do a certain number of enriching things over the course of their day, so being able to use video games for that purpose seems appealing, I imagine). But I've always seen a sort of longing in their eyes: "Isn't there a way," their eyes say, "that we could actually play games to learn Latin?"

"Ita vero, Marce, est ludus Latinus."

Six Romans, played by any number of Latin students in a team format, arrive on a road outside Pompeii, where a group of brigands is looking menacingly into a tree.

Six Romans, cousins--but each with a distinct worldview and a distinct set of skills. Three young women and three young men. One admires the Republic, another the Caesars; a third just wants peace. One knows of the power of Rome's legions; another of the power of the ancient cultural heritage that has come to Rome from the Greek world. Each has a different ars linguae ("speech skill") with which to start, and will gain more artes as the students level him or her up.

Six Romans who may have very different ideas about the empire and the old republic, but who must work together through the Demiurge's Texto-Spatio-Temporal Transport System to carry out the mission of OPERATION LAPIS SAECULORUM.

Some of my co-conspirators and I are working on this practomime on Google Wave, along with a similar practomime for Ancient Greek that will embed the first levels of that language in my large lecture courses on Greek Civilization and Classical Mythology. If you'd like to come along and help reimagine classics learning, let me know!

Life in Rome: examples of excellent practomime

To celebrate my students' efforts, and to entice others to try the practomimetic method, I want to start highlighting some of the incredible things students in these courses are doing. The students of FABULA AMORIS ROMANI are now on their way North from Rome towards two neighboring farms in the Sabine Hills: one is the famous farm of Horace, given him by Maecenas; the other is the farm of the Recentii, the gens of my students' Romans.

Along with them go their wicked uncle Gaius, and the future emperor Tiberius, whom I call Drusillus (an unattested but plausible nickname), and a disreputable poet named Naso (that's Ovid's real name, from one perspective, and indeed the name by which he has frequently been known through history; it means "nose," so it also has the benefit of just being kinda funny). They've been sent on this sojourn by none other than Augustus the princeps himself, after having performed for him his favorite song, Horace's Carmen Saeculare, with which a chorus of boys and girls had celebrated Augustus' New Age of peace 25 years before. My students' Romans performed the song as a chorus in the portico of Aeneas in the Forum of Augustus, as Augustus himself took a regal position next to the life-size statue of his "ancestor."

Earlier, when they had first entered the Forum, the student who goes by the Roman name Portia had practomimed thus:

Portia, fearing that all these extravagant plans for creating commotion might fail--i.e. anger the Princeps instead of gain an audience with him--decides to create an Augustus-pacifying back-up plan. 1d10=9 (9)

After the group has re-emerged from the dark alley with the litter and continued on its way on the Via dei toward the Forum pincipis, she slips away for a moment to Julius Caesar's temple of Venus Genetrix. There she pauses to admire the apse and eight splendid columns [from the source, I cannot quite tell whether these were Trajan's creation or whether they existed in Caesar's construction, storing up details its construction and the impression they gave in her memory. If Augustus cannot be distracted by more flamboyant means, she might be able to compliment him on the beauty and inspirational qualities of his father's temple, which could even lead to allusions about the connection between the temple's patroness and the temple's builder. Then stories of any of the three illustrious figures (Venus, Caesar, or Augustus), or at least didactic advice for young Romans, might ensue, if the Princeps should feel loquacious, and his narration would not likely prove short. By the time he has finished, perhaps he will have forgotten to punish the malefactors for bringing commotion into his forum--or at least he might be slightly more willing to mitigate the punishment.

Source about the temple:
Orlindo Grossi, "The Forum of Julius Caesar and the Temple of Venus Genetrix" (JSTOR)

And, that the dramatic element not be excluded, here's what the student cui est Romulus nomen did in hopes of entering the forum:

Romulus is feeling a bit confused about the plan to meet the princeps, but he decides to try a radical plan. He notices a group of slaves standing around a litter that looks particularly fanciful and ornate. Being a country rube, Romulus has never seen such a thing.

"What's that?" he asks the slave.

"It's called a litter," says one of the slave. "Rich people use them to ride around the city so they don't step in all the sewage. It's our job to carry it."

"Who does this belong to?" Romulus asks.

"It belongs to the princeps himself," says the slave, somewhat proudly. "We're bringing it to pick him up at the forum principis. Well, I'd better get going now."

"Wait," says Romulus, putting an arm around the man's shoulders. "Come talk to me in this dark alley for a second." Once they are inside the alley, away from the profanus vulgus, Romulus draws his gladius and charges at the slave with murder in mind. 1d10=9 (9)

Romulus stabs the slave 9 times and the man falls to the ground, quite dead. Romulus strips off the man's livery (or whatever the Roman equivalent was) and quickly puts it on. Then he steps back out on to the street. Along with the other slaves of the princeps, Romulus picks up his side of the litter and begins walking towards the forum principis. Disguised as the princeps's litter bearer, he should have no trouble getting close to him.

For enrichment: http://www.vroma.org/images/mcmanus_images/litter.jpg

It has also become clear that Augustus has plans for Naso that Naso hadn't known about. Ovid, clearly being a poet who prides himself above all on his cleverness, had, it seems, placed much too much faith in the princeps' obtuseness. It now appears that the princeps knows about what Ovid has been up to. I don't want to spoil the story, but if you're reading this post, you probably know how it ends. . . . Obviously the signal benefit of the practomime is that my students and I get to experience it for ourselves in such a way that we may be able to understand the poetry surrounding the event in a deeper way.

That then is the narrative context in which we find one of my favorite exasperating students, whose Roman is named Fabius, formulating the following:

Fabius has not a multitude of things to say about paved roads, but he recalls something very specific about roads and the end of the third servile war...but since he feels like it at the moment, Fabius reasons, he shall first talk a little more about Russell Crowe.....

From his youth to the present, Crowe has had a special love of horses. "They're just like people," he told CraveOnline. But how does this relate back to paved roads? An excellent question, for, well, it doesn't. But Crowe's critically acclaimed film Gladiator is much based on the events of the rebellion led by Spartacus in 73 b.c....a rebellion also known as the last of the servile wars...Fabius recalls that his father's father ('s father, possibly) witnessed the brutality with which the defeated slaves under Spartacus were treated after the war...all six thousand prisoners were crucified along the Appian way from Rome to Capua...Fabius thinks it'd be totally intimidating if one had to walk along a road lined up full of rotting corpses..."But surely the corpses have been taken down by now...well if not they're definitely skeletons"

Will they reach the farms before Naso's fate finds him? Can we find a way to make that fate less, or perhaps more, than tragic?

Updates on my practomimetic pedagogy

I apologize for this blog's darkness as I teach my way through an amazing semester of practomime. In case you're desperate for news, I've posted a few updates about the ARG version of (Gaming) Homer at a great LOTRO blog called LOTRO Reporter.

• Overview
• A bardic pub-crawl
• Ecphrastic muffins

The Advanced Latin practomime in Rome is finally hitting its stride. After a night in a brothel, learning about the machinations of their uncle, Ovid, and the future Tiberius to recover a priceless treasure that includes the reputed necklace of Venus, my students' Romans have been directed to go to the Forum of Augustus and get to see the princeps (Augustus, that is) by making a commotion. One of them decided to murder a litter-bearer and disguise himself in the unfortunate slave's uniform so that he could gain access to Augustus; another has been knocked unconscious at the threshold of the forum. And in the reading-Latin portion of the course, we're now reading Horace's gloriously obscene Satire 1.2, in which much is revealed about the erotic character of Rome in the years leading up to the Lex Julia which outlawed adultery and inspired Ovid's outrageous Art of the Lover, and so also his exile.

Pedagogical practomime

This semester, as I mentioned below, I'm going all in on practomimetic education.

In my myth course, I've divided the three hundred students into teams of 15 who are going to compete in a series of mythomachies on such questions as "What's the better example of modern myth, Star Wars or The Lord of the Rings?" for the title "Lords of Myth." I'm also awarding Honor Points for answering trivia questions that I've stuck into the intros of my video lectures, and for doing cool stuff like coming up with innovations that make their fellow students' lives easier.

My (Gaming) Homer course is now a full-on Alternate-Reality Practomime (what most people, if they know what to call it at all, would call an Alternate-Reality Game [ARG]--the kind of game that entered the public consciousness really only with David Fincher's flawed-but-wonderful film The Game). Little bits of information about that will be emerging in various places, including here, as the semester continues, but, although I (Roger Travis) am not supposed to know about this, I (shadowy leader of a clandestine, ancient guild of bards) am now in the process of recruiting the students to fulfill bardic missions in The Lord of the Rings Online.

And, the real subject of this post, my advanced Latin course on Horace and Ovid is a practomimetic narrative in which the students, acting as young Romans in 8 CE, must make the choice between amor romanus (Roman love--that is, getting erotic with Ovid in Augustus' Rome) and amor Romae (love of Rome--that is, getting serious with Horace and getting with Augustus' fascist program). In the first fabula of the course, the students, all cousins one with another, have been sent to Rome to stay with their wicked uncle, Gaius Recentius Malus, and look after an important lawsuit in which the Recentii are attempting to recover a farm that was confiscated by Octavian (you know, Augustus before he really got going) after the Civil Wars and given to a veteran.

Their mothers have made Gaius promise that he will not let them leave the house until they have read and understood the Roman Odes of Horace, those first six poems of Book 3 that pretty much tell a young Roman how to cleanse his Augustan way. The fabula is called Carmina Romani Gravis "Poems of a Serious Roman."

We'll be using Google Wave for a great many of the course activities, including the explicitly practomimetic aspect (there are several other ludic elements, like collection of forms for Latinity Points, which I frame as a way that Gaius is making their study fun for them). For interest's sake, here's the document about practomime in the course that I've posted on the course website:

Practomime:

What it is

Alright, I'll concede it just for the moment: if you wanted to call practomime "playing pretend" or "playing a role-playing game" I wouldn't argue. Think about it: how much do people learn playing pretend, whether that's playing a game, acting in a play, going through a religious ritual, or reading a historical novel? I would contend that it's more than they ever learn in school.

How it works

From a purely technical perspective, the entire course is a big practomime. (In fact, if you think about it, every course you've ever taken [with the exception, to be sure, of my previous courses] is a boring practomime in which you pretend to be a student who's getting to know the stuff he or she needs to know to pass the course.) You are learning to be something like a Roman who could function in some small range of ancient Roman culture.

From a practical perspective, your sessions of reading Latin poetry, however, which would be interludes in the life of the Roman you portray, will in the world of this course dominate his or her practomimetic life. The rest of his or her existence—the times in which he or she gets to "do stuff"—will be squeezed in between the reading. This fact of course means that we get to skip the boring parts of Roman existence (sleeping, walking, eating non-banquet food) and concentrate on the interesting ones.

In between defined units of poetry, we will be doing this practomime. Some of it will occur in class-session, but most of it will happen in Google Wave, once I get you familiar with the system. Once we're up and running, you will be required to take at least one turn in each break between class-sessions (as you'll see in a moment, a "turn" is just an action you take in ancient Rome). You will find that there are many interesting things to be found out from the characters you meet, beginning with your uncle Gaius Recentius Malus, but if you would rather spend your time doing rather than talking, the only limits are your imagination and our fairly scanty knowledge of the period. At the start of the course, you will be confined to the house, but once the first fabula is over, you'll be able to roam the streets of Rome. As you'll see from the syllabus, I've got a broad idea of where I'm going to try to funnel you, and at some points I may have to tie you up to get you where I need you to go, but those moments will be few and far between.

So: aliquid age. Do stuff. That's how it works: decide what you want to do; determine how well it goes; tell the rest of us what you're doing, and you've done it.

(What follows [that is, how action is governed in the practomime] is a version of Corvus Elrod's HoneyComb Engine.)

Any time you set out to narrate yourself doing something, you'll roll a ten-sided die, either with the dice-link on Wave or with a real die in the classroom (zero is zero for this purpose—9 equals critical success; more fun that way [oops, I said the f-word]). The result on that die determines how well you succeed in what you've undertaken to do.

Thus, you'll first tell us what you want to do, then roll a die, then narrate what happens. There are ways to modify the roll which we'll discuss as the course moves along, but I want you to grasp, first of all, the simplicity of the concept.

Here's an example. I'm Gaius Recentius Malus, your uncle. I'm at a banquet and I've just been told that I'm to be prosecuted for adultery. I decide that I'd like to take a sip of wine to buy myself a moment to think. I announce to the class: "I'm going to take a sip of wine" or, better, "Vinum bibam." I roll a die, and get a 1. I narrate, perhaps, "Conor a sip vini bibere, but end up spilling it super togam meam."

Some guidelines

The purpose of practomimetic coursework is always to achieve course objectives. For this course (CAMS 3102 Horace and Ovid) that means that in your practomime your object is to enhance and to demonstrate your growing mastery of the thematic meaning of the poetry we are reading, of the language in which that poetry was composed, and of the cultural background from which that poetry derived its meaning. There are no limitations on what you, in acting the life of an ancient Roman, can attempt to do in the virtual world we are creating together, but in order to demonstrate your work towards course objectives a few guidelines will be helpful.

• Try as hard as you can to use Latin. Broken Latin is absolutely acceptable (e.g. "Pono money meum in arca" [arca means "safe"] would be perfectly acceptable, if you should happen to forget that argentum means "money"), as is incorrect Latin (I would never e.g. tell you that you should have used a Future Less Vivid condition instead of the simple present one you used).
• Try hard, also, to use the Latin we're seeing in the poetry. Echoes of Horace and Ovid in our practomime are exactly what I'm hoping for.
• Try to find out things about the story you're in. The course is going to put you in situations conducive to discovering the information and developing the cultural skills that will satisfy course objectives. How you do that discovery and development is up to you.

So I'm thinking it's going to be an immersive semester!