Making Literary Analysis Creative Through Thematic Sculptures

Karla Hilliard, an English teacher at Spring Mills High School in West Virginia, is a big believer in play.  “Play can be purposeful,” Hilliard says, “and there are lots of reasons to play.” It’s a break, it’s a way for students to connect, and it’s a way to deepen their literary analysis skills—that’s why she introduces her students to a playful activity she calls thematic sculptures.

Hilliard selects a text that has “some layers and some complexity for students to dig into.” During a class period, she reads it out loud, and then gives students a chance to read it on their own and annotate the text. They highlight the text and make notes about the style, structure, craft, and literary devices. During a poetry unit, Hilliard will introduce multiple poems to students and each student picks their favorite.

In the next class period, Hilliard gives students a chance to review the text and discuss it with a partner. Then, she announces, “Let’s play!” She instructs each student to produce a sculpture that represents a major theme of the text. Students choose to work with Play-doh, Lego bricks, or both to create their sculpture. They’re encouraged to talk with their classmates, exploring together how to best represent the text. Hilliard rotates around the class, asking students to explain what they’re making and why. Crucially, the text itself and the pre-reading materials stay on the desks, and Hilliard prompts students to identify text evidence that supports their sculpture design.

Once students have made their sculptures, Hilliard asks them to complete a notecard explaining their sculpture. Students include an interpretive title, akin to a title for a music album or a painting in a gallery. They also write a description of their sculpture, explaining to their classmates what they made and why. Everyone then participates in a gallery walk, viewing their classmates’ work and seeing new interpretations of the text they read. The activity concludes with either an exit ticket or a turn-and-talk, spurring students to reflect on one of their classmates’ interpretations.

Hilliard notes that students “never end where they begin” as they build their thematic sculptures and dive deeper into literary analysis. The familiar materials of Legos and Play-doh empower students to let their guard down, flex their creative muscles, and express their ideas in a hands-on, playful new way.

For more ideas on how to incorporate play with older students, check out Darcy Bakkegard’s article for Edutopia, “Reintroducing Playful Learning in High School,” or watch the video “Making Learning More Playful for Teens.”