Artaud's Final Performances

Lesson Overview

This lesson aims to culminate the exploration of Antonin Artaud's theatre style, focusing on the concept of cruelty, through student-led performances. Following the performances, students will engage in a reflective discussion regarding their experiences, challenges, and understanding of Artaud's ideas.

• Age Group: 14-16 years
• Duration: 60 minutes
• Class Size: 27 students (10 performers and 17 audience members)

Learning Objectives

By the end of the lesson, students will:

1. Demonstrate their understanding of Artaud’s concept of cruelty through their performances.
2. Reflect on the creative process, articulating insights about their experiences.
3. Develop skills in constructive feedback and discussion.

Curriculum Framework

This lesson aligns with the Edexcel Drama GCSE specifications, focusing on:

• Component 1: Devising, where students showcase their practical knowledge and technical understanding.
• Component 2: Performance from a text, which incorporates Artaud’s principles.
• Skills outlined in the National Curriculum for drama, which emphasise collaboration, creativity, and critical thinking.

Resources Needed

• Performance space with minimal props
• Simple costume pieces (optional)
• Question prompts for reflection
• Notebook and pen for each student

Lesson Structure

Introduction (5 minutes)

• Teacher’s Introduction: Briefly recap Artaud’s key concepts around cruelty in theatre.
• Setting Expectations: Outline the time for each performance and the importance of respect during feedback.

Performance Preparation (10 minutes)

• Group Arrangement: Split the class into groups (ensure 10 students are designated performers while the remaining 17 are audience members).
• Final Touches: Give groups time to rehearse quickly—remind them to focus on the emotional intensity and physical expression reflective of Artaud’s style.

Performances (30 minutes)

• Performance Slots: Each group will have approximately 4 minutes to perform, followed by 1 minute for immediate audience reaction in terms of a thumbs up or thumbs down.
  • Group 1: 4 minutes performance, followed by audience reaction.
  • Group 2: 4 minutes performance, followed by audience reaction.
  • Continue until all groups have performed.

Class Reflection (15 minutes)

• Guided Discussion: Facilitate a group discussion using the following prompts:

  • What was your initial reaction to performing in this style?
  • How did the use of physicality influence your performance?
  • What challenges did you face in the process of interpretation?
  • How can the principles of cruelty be applied to other performances?

• Feedback Exercise: Allow students to share positive feedback and constructive criticism in small groups of four or five, focusing on the performance elements.

Conclusion (5 minutes)

• Summarise Key Takeaways: Highlight insights shared during the discussion.
• Assign Homework: Students will write a short reflective piece (250 words) on their experience creating and performing in the style of Artaud to be submitted in the next class.

Assessment

Observation during performances will assess:

• Understanding of Artaud’s principles in practice.
• Engagement with the creative process.
• Ability to provide and receive feedback.

Additional Notes for Teachers

• Encourage students to explore the emotional and psychological depths of Artaud’s work.
• Monitor group dynamics during discussions to ensure all voices are heard.
• Offer support to students who may struggle with confidence or articulation.

This lesson will conclude the exploration of Artaud's teachings, reinforcing essential drama skills while fostering a deeper appreciation for avant-garde theatre.