When I was a kid, one of my neighborhood gang’s favorite summer games was to “play chauffeur.” We’d jump on our bikes and gather for shoptalk at chauffeur headquarters (a.k.a. the middle of our quiet side street). Then we’d race off in different directions to pick up members of the enviably wealthy and pampered (yet of course imaginary) families that utilized our driving services.
A big part of the fun was that we each got to invent detailed back stories for our fantasy employers, constructing elaborate scenarios around the parents’ demanding work, the children’s exotic activities, and a multitude of overheard backseat battles—all while driving “our families” along the street and up and down various driveways and around Blue Jay Way (the dirt path that curved through Mrs. Elliott’s yard). And then we’d all meet up again at chauffeur headquarters to trade stories about our family’s doings, seeding each other’s imaginations for potential new gossip-worthy developments for the next day.
When I talk with writers about developing their characters, I encourage them to develop such detailed biographies for their characters that it seems as if they are spying on them from the vantage point of a trusted family servant. I know from my own experience that even details that don’t make it into my stories still inform my work in an important way.
I’ve created multi-generational family trees and imaginary iTunes lists for past characters. So at some early point in your students’ story-writing journey, have them try the following character-development brainstorming activity.
First, ask them to create a list of details about their main character: name, age, likes and dislikes, personality traits, physical details, report card grades, locker contents, secret crushes. Once they have a list started but seem to be running out of steam on their own, have students divide into small groups. Ask them to take turns going around the group, adding one more detail about their character each time it’s their turn. Even those whose lists weren’t long to begin with will have their group’s examples as inspiration for more ideas.
I bet you the banana seat off my old bike that if you try this simple exercise, your students will discover, with each other’s help, new details to help fully flesh out their characters.