body biography literature

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Create a Body Biography | Play with Characterization

Spread out on the floor, large pieces of paper and markers between them, my students traced each other and turned their silhouettes into Greek Gods. Perfecting the look of the chiton and peplos, they also combed the Odyssey’s text for clues.

Who were these gods, goddesses, monsters, and tragic heroes? What did they look like?

What symbols represented the characters? What setting held their stories?

Not only did my students dig deep into characterization, they might have told you they enjoyed it.

Fast forward a few years. After finishing up another book on Greek Mythology, I mentioned this project to my children.

Once again, spread across the floor, I watched children play with characterization. They thought about how Poseidon might stand, what Athena would

be holding, what each character would wear, and what objects or symbols best represented them.

We did some research, recalled what we’d learned in the different books and movies we recently experienced and spent a good part of the day immersed in our character’s body biography.

My eleven-year-old worked on his god for hours. He has plans to create a couple more and proudly hung the giant sea god in his room. My daughter’s Medusa head was an important part of her Athena biography. Drawing snake hair is pretty fun.

A body biography is a project a child or teen can create for any character in any story. It invites students to find and recall clues about who a character is. Add in a little research or more books and movies, and watch their findings come together life-sized.

Want to give it a try?

How to Create a Body Biography ~

A Body Biography is a life-sized representation of a fictional or nonfictional character. Use it as a post-reading activity, group project, or create one just for fun.

Materials: • Long, wide paper (taping two pieces together works fine) • Pencil, eraser, markers, crayons (work well for big areas) • Someone to trace • Books or websites to gather facts • Graphic Organizer-subscribe to my newsletter and you’ll have access to this free printable

Directions :

Choose a character., using the graphic organizer, brainstorm about the character- what symbols represent them, what could they be holding, wearing, what expression might be on their face, do a little research, if needed, to find out more about your character., lay down a piece of paper a little longer than the person who will be traced. tape two pieces together, if necessary, so the paper is wide enough., have the person being traced lie down (shoes get the paper really dirty so be careful) and decide how you want to position their body., trace your partner in pencil. have them sit up and trace their own thighs and mid-section. once traced, you’ll probably need to fix a few parts of the body., now begin to create your character, add- objects, symbols, words, other characters, a setting, colors, clothes, weapons- anything that helps make the character come to life..

*Note- these are a little addicting. Be sure to have lots of paper on hand!

My  Resource Library has a free printable version of this activity. Not a subscriber? No worries. At the end of this post, subscribe to my newsletter, and you’ll have access to this activity AND every free printable I create. 

If you’re interested in facilitating a unit study on The Odyssey , I’ve put my favorite activities together. Filled with pre, during, and post activities, links, and resources, this unit is everything you need to help your children or students engage and learn.

I’d love to see how your children’s characters turn out! Be sure to take a picture and tag me on Instagram or leave a comment below to let me know what character your children/students choose to create.

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English with Mrs. Lamp

11th Grade Body Biography Assignment and Rubric

Published by

What Makes Body Biographies a Powerful Tool for Character Analysis in English Class?

Body biographies are an excellent tool to help students develop their literary analysis skills and explore character development in depth. This assignment allows students to

• Examine characters through a critical lens
• Flex their analytical muscles
• Get creative with multimedia expression

Aligning with Common Core Standards

Body biographies are rooted in the Common Core Standards for Reading Literature . They require students to

• Analyze complex characters
• Draw evidence from the text to support claims
• Examine personality traits, beliefs, conflicts, and desires

As your students delve into the nuances that breathe life into literary figures, they’ll hone their ability to make insightful inferences and come to understand the intricate interplay between character and plot.

This assignment is also great because it is tied to the Common Core’s emphasis on textual evidence and analysis. By requiring the inclusion of carefully chosen quotes and detailed explanations, body biographies compel students to engage in close reading, cultivating their skills in comprehension, interpretation, and evidence-based reasoning.

Fostering Creativity and Multimodal Expression

Students can express themselves creatively and communicate ideas in a multimodal way . This approach:

• Taps into students’ imaginative capacities
• Fosters deeper emotional connections with characters
• Encourages innovative presentation techniques

As students integrate visual elements, make artistic choices, and decide how to present their information, they tap into their imaginative capacities, fostering a deeper emotional connection with the characters they study. My students have come up with SO MANY cool ideas for these; it really does amaze me!

Check out some examples in this video : Body Biography Examples

Developing Essential Academic Skills

Body biographies help students practice

• Research skills
• Proper citation techniques
• Academic integrity

By requiring a Works Cited page and proper citations, this assignment reinforces the importance of acknowledging sources in academic work.

This project also helps students practice essential skills in research, citation, and academic integrity. By requiring proper citation practices and the inclusion of a Works Cited page, body biographies reinforce the importance of acknowledging sources and adhering to ethical standards in academic work.

How to Create a Body Biography: Directions for Students

Key elements of a body biography.

• Spine : Represent the character’s core with two top personality traits
• Brain : Illustrate the character’s beliefs and values
• Shoulders : Depict the character’s main conflicts or burdens
• Heart : Show what the character loves, wants, or desires most

Using Textual Evidence

For each element, back up your ideas with a quote from the novel . Remember to:

• Place quotes strategically on the poster
• Use creative ways to incorporate text evidence
• Consider color, handwriting, and font size
• Cite all text evidence correctly using parentheticals

Visual Presentation Tips

• Get creative with how you present information
• Use color, drawings, and 3D elements to enhance meaning
• Consider hidden elements to represent inner thoughts or desires

Conclusion: The Power of Body Biographies

Body biographies offer a holistic learning experience that integrates

• Critical thinking
• Academic rigor

As students navigate the nuances of character analysis while applying their own unique artistic flair, they develop transferable skills that will serve them well beyond the literature classroom!

Additional Materials

Detailed body biography assignment ( free word doc version here ).

You are responsible for creating a visual representation of your chosen character. Before you begin to draw, read over all the instructions. Make intelligent decisions about which quotes to use and what to draw.

Video w/ Examples

USING THE TEXT

• You must use strong passages from the text to prove that you know who your character is. For each element below (the spine, brain, shoulders, and heart), you need to back up your ideas with a quote from the novel.
• Make sure that the placement of the quotes makes sense (near the heart for things they care about or love, the head for their thoughts, the hands for actions, etc.). Get creative with how you incorporate them. Think about the color, handwriting (or typed font), and size of the words, and try to put them on the poster in an interesting way.
• Cite all your text evidence correctly (use a parenthetical, and put the Work Cited page on the back of your poster). Use your citation packet, the blog, or Purdue Owl for citation help.

KEY ELEMENTS

• Spine – Your character’s backbone represents who he or she is at the core. List the character’s top two personality traits along the spine.
• Brain – The mind represents your character’s beliefs and values. Write two key beliefs or values in or near the character’s brain.
• Shoulders – What is a burden to this person? Ask, “What lies heavily on my character’s shoulders?” Figure out what his or her main conflict(s) is/are . Write out one or two conflicts along the shoulders.
• Heart – What does this person love/want/desire the most? Write this inside the heart.
• Finally, add the TEXT EVIDENCE. Using arrows or some other visual cue (like string or dotted lines), add text evidence (a quote) and analysis (explain your thinking) for each character trait, belief/value, conflict, and desire.

Body Biography Rubric

APPEARANCE: Needs (1) / Meets (2) / Exceeds (3)

• Includes MLA Header
• The font is readable/large enough
• It’s clear which character has been chosen
• Shows creativity
• Artistic choices match content/purpose
• Neat and careful work; does not look rushed or sloppy

Advice for Making a Body Biography: Hints for Students

To demonstrate your knowledge and understanding of character development, you will create a visual representation of a character’s most important traits. You will incorporate carefully chosen text evidence that supports your analysis of the character.

In terms of content, you should focus on making claims, backing them up with evidence, and explaining them (analysis).

For example, one part of the assignment is to analyze the character’s conflict(s). You make a claim (his/her major conflict is _____). You provide text evidence (quote or paraphrase the text, then cite it appropriately). You analyze the evidence (explain how the evidence proves your claim).

In terms of presentation, you should focus on adding visual and creative elements that complement the points you are making about your chosen character. The way you include your C-E-A information should in some way visually/creatively mirror the information itself.

For example, I might want to think about using color, drawings/pictures, 3-D elements, or hidden elements. If I were doing the heart (the character’s major desires/needs), I could use red, I could draw a related image in a romantic or fantastical way, I could show that it is a deep inner desire by hiding it underneath the body or under a heart picture that can be lifted up, or I could show what a burning desire it is by having it pop out of the chest area somehow or by creating flames around it with tissue paper. The possibilities are endless !

Remember, you must CITE EVERYTHING! Use parentheticals and include a Work Cited page. If you used an outside source (like Shmoop), cite that as well. Do NOT work with a partner unless you have my express permission.

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The Outsiders Character Analysis Posters | Characterization | Body Biography

Description.

Have your students analyze characters from  S. E. Hinton’s  The Outsiders  in a fun and engaging way:  Character Collabs !

Your students will use several  characterization  methods to depict each character’s profile, demonstrate their understanding of the literature, and present their final work on a beautiful poster.

This Body Biography Project  is a hands-on approach to learning that enhances retention and inspires students to tap into their creativity.

Students will engage with the novel on a deeper level, encouraging thinking critically, making inferences, and fostering empathy. Additionally, they will learn the importance of collaboration and effective communication.

There are 10 characters from  THE OUTSIDERS  included in this resource:

• Bob Sheldon
• Cherry Valance
• Dallas Winston “Dally”
• Darrel Curtis “Darry”
• Johnny Cade
• Ponyboy Curtis
• Randy Adderson
• Sodapop Curtis
• Steve Randle
• Two-Bit Matthews

Project Steps:

1) To construct each poster, your students will work in groups to analyze their specific character.

2) Students will then transfer their findings to boxes on each poster.

3) Next, they will work together to color the pieces of the posters.

4) Lastly, students will tape together the final products.

Each poster is made up of six pieces of paper, which can be printed on regular copy paper or card stock.

Once taped together, each final product will be  28″ x 15″ .

This resource includes the following:

• Teacher Guide
• Student Directions
• Brainstorm Character Analysis Worksheet
• Blank Coloring Pages for each character
• Answer Keys
• Example of Final Project for Ponyboy
• Digitally Colored Examples for every character
• Editable documents: directions, rubric, brainstorm worksheet

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• Entry requirements
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Writing the Body in Literature and Culture

Key information, module code:, credit value:, module description.

Until recently, the physical body has been a much-neglected subject of contemporary women's writing, whether fictional or autobiographical. Theoretical writings that emerged from contemporary feminist debates in the latter part of the twentieth century tended to privilege more psychoanalytic or abstract considerations of the corporeal. Feminist thought's differentiation of sex and gender, and consequent drive to dissociate biology from determinism and to emphasise the power of the rational female mind may further account for the only recent emergence of the body as a subject worthy of critical and literary analysis. How can language capture the physiological changes and states undergone by the body? Is the 'unspeakable' nature of certain physiological experiences compounded by their unspoken nature, their taboo status? This module seeks to redress that imbalance by focusing more on the materiality of bodies (principally female or non-binary) as they evolve through a series of life events or experiences: abortion; motherhood; transition and ageing. It locates the body in different epochs and national contexts in order to examine the relationship between subjectivity, corporeality and identity more broadly. The content of this module will also be supplemented with audiovisual and filmic representations of the body as part of its secondary corpus. All texts on this module are available in translation.

Assessment details

one 4000-word essay (100%)

Educational aims & objectives

• To introduce students to the literary, historicaland cultural contexts of twentieth-century and twenty-first century women's writing
• To deepen students' knowledge of different genres dealing withrepresentations of the body: theory, fiction(including the short story), autobiography, and the essay
• To introduce students to (or to consolidate their prior knowledge of) theories of corporeality and the body in relation to women's writing in particular

Learning outcomes

By the end of this module, students will:

• demonstrate sound knowledge of the various contexts of the twentieth- and twenty-first century writing dealing with representations of the body
• be able to analyse a generically diverse selection of texts dealing with corporeality by placing them in their context and by adopting different theoretical approaches
• have developed a series of transferable skills (essay writing, textual analysis, individual or group presentations)
• have gained an insight into the specificities of writing the body from a female and feminist

Teaching pattern

two hour seminar, weekly 

Suggested reading list

Marie Darrieussecq, Truismes (Paris: POL, 1996) Marie Darrieussecq, Pig Tales , trans. by Linda Coverdale (London: Faber and Faber, 1997)

Diamela Eltit, Jamás el fuego nunca (Cáceres: Editorial Periférica, 2013) Diamela Eltit, Never Did the Fire , trans. by Daniel Hahn (Edinburgh: Charco Press, 2022)

Annie Ernaux, Les Armoires Vides (Paris: Gallimard, 1974). Annie Ernaux, Cleaned Out , trans. by Carol Sanders (Normal, IL: Dalkey Archive Press, 1996).

Annie Ernaux, L'évenement (Paris: Gallimard, 2001) (French original). Annie Ernaux, Happening , trans. by Tanya Leslie (New York: Seven Stories, 2019).

Jenny Erpenbeck, Die Geschichte vom alten Kind (Frankfurt am Main: btb, 2001). Jenny Erpenbeck, 'The Old Child', in The Old Child and the Book of Words , trans. by Susan Bernofsky (London: Portobello, 2008).

Ariana Harwicz, Mátate, amor (San José, Costa Rica: Ediciones Lanzallamas, 2012) Ariana Harwicz, Die, My Love, trans. by Sarah Moses and Carolina Orloff (Edinburgh: Charco Press, 2017)

Sasha Marianna Salzmann, Ausser sich (Berlin: Suhrkamp, 2017). Sasha Marianna Salzmann, Beside Myself , trans. by Imogen Taylor (Melbourne: Text Publishing, 2019).

Subject areas

• Arts & Humanities
• Languages, Literatures and Cultures

Module description disclaimer

King’s College London reviews the modules offered on a regular basis to provide up-to-date, innovative and relevant programmes of study. Therefore, modules offered may change. We suggest you keep an eye on the course finder on our website for updates.

Please note that modules with a practical component will be capped due to educational requirements, which may mean that we cannot guarantee a place to all students who elect to study this module.

Please note that the module descriptions above are related to the current academic year and are subject to change.

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8 The Body as Biography

• Published: February 2017
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The idea that lives and selves are constructed in narrative has become almost universally accepted among narrative analysts. Particular attention has been paid to how narratives construct the self in response to disruptive life events, such as illness. However, the body is often neglected or treated as incidental in such studies, even studies that analyze the narratives of life events that are as thoroughly embodied as illness. This chapter argues that the body itself can be understood as a narrative construction, as well as a physical reality. Indeed, the narrative construction of the body can be an important element of narrative identity construction, and vice versa. Understanding how body biographies are told, and how they construct individuals’ bodies, therefore, has important implications for our understanding of bodies, our understanding of identities and identity construction, and the scope of narrative inquiry.

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Body Biography Project Bundle, for Any Novel, Short Story, Play, or Film For Print and Digital

Description, additional information.

The Body Biography Bundle for any novel, short story, play, or film is filled with all you need to teach and promote the amazing characters your students experience in their reading.  Your students will experience the unique approach of using a collaborative poster, a character study, textual evidence, research, and the body biography project!

This blank template bundle includes 3 characters sketches for an adult female, adult male, and a child. Give your students a relevant and modern experience while promoting the 4 C’s, character traits and characterization. Leave the body biographies up all year long! I adapted the body biography concept to align with citing textual evidence, character traits, research, and inference skills.

**Shown on the cover, is an example of a completed body biography for the character Abigail Williams, from The Crucible.

Includes 3 c hoices: ★ Featuring fun but mature images / body outlines- appealing to all grades. In line art for your students to add, a choice for their character drawing, color and design. ★ Poster is 32 inches high by 10 inches wide. It requires 4 pages each. ★ Rubric ★ Reflection Questions ★ Bonus – characterization pre-planning sheets for each character sketch! ★ Student handout that explains each part of the body biography project (there are 12 parts). ★ Teacher set up directions, learning objective / learning outcomes, background, tips, and CCSS

What’s the Student Objective? •Review what is supportive evidence. •Define the literary term “character trait” and explore how to provide details that support their inferences (apply this skill similar to exploring a fictional text). •Use the novel, class notes, and web resources to research the character (subject), then cite evidence to find accurate and descriptive word choice. •Fill out Body Biography graphic organizer/poster.

Group work should promote: •Intellectual understanding, abilities and skills. •Communication, cooperative and teamwork skills such as planning. management, leadership and peer support. •Personal growth (increased self-esteem and self-confidence).

**Check out the Preview** ★Classroom Décor ★Bulletin Board ★Hallway ★Showcase Display

Directions are clear and explicit.

Danielle Knight Copyright 2019

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Exciting teaching tools.

Subscribe and receive a FREE body biography for your classroom straight to your inbox!

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