Brechtian Theatre Techniques

Lesson Overview

Subject: Drama

Year Level: 13

Time: 55 minutes

Curriculum Level: Level 8 (Aligned with NZQA Achievement Standard 91515 – Examine the use of drama or theatre form or period)

Theatre Form: Epic Theatre (Bertolt Brecht)

This lesson introduces students to Epic Theatre and Verfremdungseffekt (alienation effect), focusing on Brecht’s conventions. Students will explore techniques through practical application and critical reflection.

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Learning Objectives

By the end of this lesson, students will:

• Understand the key conventions of Epic Theatre and how they challenge traditional theatre practices.
• Apply Brechtian techniques (such as direct address, placards, narration, and gestus) in performance.
• Critically reflect on how Epic Theatre engages the audience and conveys political and social ideas.

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Lesson Plan Breakdown

1. Warm-Up Activity – Gestus and Status (10 minutes)

📍 Purpose: Introduce the concept of ‘Gestus’ – a fundamental Brechtian technique portraying social attitude through expressive physicality.

• Students move around the room as neutral characters.
• The teacher calls out social roles (e.g., wealthy politician, factory worker, student in debt, unemployed person).
• Students exaggerate physicality and freeze in their chosen stance.
• Reflection: How does status come through in body language? What story or message is conveyed?

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2. Direct Teaching – Key Conventions of Epic Theatre (10 minutes)

📍 Purpose: Introduce Brecht’s core ideas and contrast them with traditional theatre (Stanislavski’s realism).

• Teacher-led discussion on Brecht’s Verfremdungseffekt and anti-realism.
• Overview of key conventions:
  • Breaking the Fourth Wall (direct address to audience)
  • Narration & Commentary (telling rather than showing)
  • Placards & Projections (signs or multimedia to deliver messages)
  • Multi-Role & Minimal Set (actors shifting between roles)
  • Songs & Music (contrasting mood to create detachment)

💡 Teacher Note: Use real-world NZ political and social issues to contextualise themes. Example: Housing crisis, climate change protests.

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3. Practical Group Work – Applying Epic Theatre (20 minutes)

📍 Purpose: Encourage practical experimentation with Brecht’s conventions in small groups.

Set-Up:

• Split the 9 students into 3 groups of 3.
• Assign each group a theme rooted in contemporary NZ issues (e.g., media bias, wealth inequality, education reforms).
• Groups have 10 minutes to devise a short 1-2 minute scene incorporating at least two Brechtian techniques (e.g., using placards, breaking the fourth wall, exaggerated physicality).

Performance & Peer Feedback (10 minutes):

• Each group presents their scene.
• The audience (remaining students) identifies the Brechtian techniques used and discusses their effectiveness.
• Key Question: Did the performance prompt critical thinking rather than emotional immersion?

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4. Reflection & Discussion (15 minutes)

📍 Purpose: Deepen understanding through guided questioning and discussion.

As a class, discuss:
🗣 How does Epic Theatre affect audiences differently from Realism?
🗣 Which conventions were easiest/difficult to apply? Why?
🗣 How might we use Brecht’s techniques to critique modern NZ society?

Exit Activity:
Students write a two-sentence reflection on the most impactful Brechtian technique from today’s lesson and how they might use it in future performances.

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Assessment Opportunity

Teachers can collect reflections as formative evidence of students’ understanding. Practical performance showcases immediate application of Epic Theatre techniques.

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Extension / Homework

• Research a modern NZ theatre production that incorporates Brechtian conventions.
• Bring an example of a social or political issue they might like to explore in next lesson’s devised performance.

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Teacher Reflection

✔ Was student engagement visible?
✔ Did practical activities help solidify abstract concepts?
✔ How might scaffolding next lesson help reinforce Brechtian ideas?

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Additional Notes

This lesson aligns with Te Mātauranga Māori principles by encouraging kotahitanga (collaboration in group work) and exploring whakapapa (connections between theatre, culture, and identity). Brecht’s work naturally lends itself to kaupapa Māori narratives of resistance and storytelling.

✨ Next Lesson: Advanced Brechtian Techniques – Incorporating Political Satire & Symbolism.