Introduction to Artaud

Lesson Overview

Subject: Drama
Year Group: Year 10
Unit: Exploring Artaud's Cruelty (Lesson 1 of 8)
Lesson Duration: 60 minutes
Class Size: 27 students
Curriculum Reference: Aligned with AQA GCSE Drama (Component 1: Understanding Drama – Theatre Practitioners and Styles), focusing on how Antonin Artaud's theories influenced performance.

Learning Objectives

By the end of this lesson, students will be able to:

• Understand the historical and cultural context of Antonin Artaud.
• Explain the key principles of Theatre of Cruelty.
• Analyse short excerpts of Artaud-inspired work.
• Engage in discussion on how Artaud challenged conventional theatre.

Resources Needed

• Whiteboard and markers
• Projector and speakers
• Printed fact cards on Artaud’s life (small group activity)
• Excerpts from The Theatre and Its Double (key quotes)
• Short video clips of Artaud-inspired performances
• A3 paper and coloured pens for mind maps

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Lesson Breakdown

Starter Activity (10 minutes) – The Unsettling Entrance

Objective: To introduce students to Artaud’s philosophy through an immersive experience.

1. Before students enter, dim the lights and play unsettling, atmospheric sounds (e.g., distorted whispers, heartbeat rhythms).
2. As students enter, greet them in an exaggerated, ritualistic way (slow movements, intense eye contact—mirroring Artaud’s rejection of naturalism).
3. Ask them to sit in silence for one minute. Then ask:
   • How did you feel?
   • What emotions did the space create?
   • Does this feel like a "normal" theatre experience?
4. Explain that this discomfort and heightened emotion are key to Artaud’s Theatre of Cruelty.

Main Activity 1 (15 minutes) – Who Was Antonin Artaud?

Objective: To develop an understanding of Artaud’s background, career, and philosophy.

1. Mini-Lecture (5 minutes):

   • Use the whiteboard to draw a quick timeline of Artaud’s life (covering early struggles, Surrealist connections, asylum experience, Theatre of Cruelty’s development).
   • Link Artaud’s life experiences to his rejection of realism in theatre.

2. Small Group Research (10 minutes):

   • Divide students into five groups—each gets a fact card covering a different aspect of Artaud’s life.
   • Groups summarise their section in one sentence and share with the class.
   • As students share, create a mind map on the board, connecting their findings to Theatre of Cruelty.

Main Activity 2 (15 minutes) – Experiencing Theatre of Cruelty

Objective: To analyse and respond to Artaud’s techniques.

1. Viewing Excerpts (5 minutes):

   • Show two contrasting video excerpts:
     1. A traditional theatre scene.
     2. An Artaudian-inspired piece (e.g., heavy physical movement, primal sound, audience discomfort).
   • Ask: Which felt more engaging? Why?

2. Discussion (5 minutes):

   • What techniques did Artaud use? (e.g., sound, lighting, movement).
   • Why does Artaud reject traditional dialogue-driven performance?

3. Practical Experiment (5 minutes):

   • In pairs, students create a 10-second, silent, expressive movement based on a strong emotion (rage, fear, despair).
   • Share performances—audience reflects on which piece felt the most powerful and why.

Plenary (10 minutes) – Reflection & Future Thinking

Objective: Consolidating learning and linking to future lessons.

1. Quickfire Quiz (3 minutes):

   • Ask five rapid-fire questions, e.g.:
     • What is Theatre of Cruelty?
     • Why did Artaud dislike traditional theatre?
     • Give one example of an Artaudian technique.

2. Exit Ticket (7 minutes):

   • Students write one sentence summarising today’s learning.
   • They predict how Artaud’s techniques could be applied in performance work.

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Differentiation Strategies

• Support:

  • Provide pre-written sentence starters for students needing scaffolding in discussions.
  • Assign peer buddies for research task.

• Challenge:

  • Push more able students to compare Artaud’s Theatre of Cruelty to Brecht’s Epic Theatre.
  • Ask them to consider how modern immersive theatre has been influenced by Artaudian principles.

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Homework Task

Creative Response:
Students must write or storyboard a one-minute theatre piece incorporating at least three Artaudian techniques, ready to workshop in the next lesson.

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Assessment Opportunities

• Formative assessment through questioning and discussion.
• Observing participation in research and practical tasks.
• Written summary (exit ticket) to gauge understanding.

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Teacher Reflection Post-Lesson

• Which activities engaged students the most?
• Were students able to make clear links between Artaud’s life and his theatre techniques?
• How effectively did they apply Artaudian principles in their practical work?

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This lesson brings Artaud’s work alive by immersing students in both theatrical and emotional experiences, setting the foundation for a dynamic exploration of Theatre of Cruelty in the upcoming lessons.