Artaud’s Modern Impact

Overview

This 60-minute lesson (Lesson 6 of 10) engages Year 9 students in exploring Antonin Artaud’s influence on modern theatre. Through research, discussion, and presentations, students will identify key Artaudian techniques and analyse their integration in contemporary theatre, aligning directly with the National Curriculum for England’s Drama requirements for Key Stage 3.

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National Curriculum Links

Drama: Key Stage 3 (Ages 12–14)

• Progression Statement: Pupils should consolidate and build on their knowledge, skills, and understanding through engaging with a range of genres and styles, including those from different historical periods and cultures.
• Learning Objectives:
  • Develop an understanding of theatre practitioners’ influences and contributions.
  • Explore how drama techniques communicate ideas and meaning.
  • Use drama language to analyse and evaluate live and scripted performances.
• Purpose of Study: To foster creativity and imaginative thinking alongside appreciation of drama as an art form.
• Attainment targets: Pupils should be able to critically discuss and perform work inspired by various practitioners, demonstrating how techniques can be used to convey meaning and provoke audience response.

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Learning Objectives

By the end of this lesson, students will:

1. Identify key elements of Artaud’s Theatre of Cruelty and its purpose.
2. Research and articulate how modern theatre practitioners have adapted Artaud’s ideas.
3. Present findings clearly using drama vocabulary to peers.
4. Evaluate the effectiveness of Artaudian techniques in contemporary plays.

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Resources

• Whiteboard and markers
• Projector/Smartboard
• Printed brief summaries of Artaud’s Theatre of Cruelty
• Student workbooks or notebooks
• Research materials: selected extracts or synopses of modern plays (e.g., works by Sarah Kane, Punchdrunk, DV8 Physical Theatre)
• Timer or clock

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Lesson Structure

1. Starter Activity (10 minutes)

Artaud Recap and Brainstorm

• Quick whole-class interactive Q&A: What do you remember about Artaud’s Theatre of Cruelty?
• Write key terms and ideas on the board (e.g., ritual, sensory experience, non-verbal communication, shocking the audience)
• Show a short video clip or audio excerpt demonstrating an Artaudian technique to refresh memory (e.g., soundscapes, movement)
• Objective: Activate prior knowledge and set the scene for modern influence

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2. Introduction to Modern Influence (10 minutes)

• Brief teacher-led presentation explaining:
  • How Artaud’s radical ideas inspired later practitioners to challenge conventional theatre (focus on atmosphere, physicality, disrupting realism).
  • Highlight at least three modern theatre companies or playwrights influenced by Artaud (e.g., Sarah Kane's raw emotional intensity, immersive site-specific theatre like Punchdrunk, physical theatre like DV8).
• Display images, quotes, or short extracts to illustrate.
• Use clear drama vocabulary (e.g., “non-naturalistic,” “audience immersion,” “physical expression”).

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3. Research and Group Preparation (20 minutes)

• Divide class into five groups of 5 students. Assign each group one modern theatre practitioner or play linked to Artaud’s influence. For example:
  1. Sarah Kane – Blasted
  2. Punchdrunk – immersive theatre techniques
  3. DV8 Physical Theatre – movement and physicality
  4. Forced Entertainment – experimental and disjointed narratives
  5. Frantic Assembly – ensemble physical storytelling
• Provide group packs with brief contextual information, plus guided questions:
  • Which Artaudian techniques can you identify?
  • How does this play/company shock or engage the audience?
  • What is the overall impact on the audience?
• Groups prepare a 3-minute presentation to explain their findings. Encourage use of drama terminology and examples.

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4. Group Presentations (15 minutes)

• Each group presents to the class.
• Teacher and peers take notes on effectiveness and understanding of Artaud’s influence.
• Encourage peer questions focused on drama techniques used.

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5. Plenary and Assessment (5 minutes)

Class Discussion:

• Reflect on which contemporary theatre style or practitioner most effectively uses Artaud’s techniques and why.
• Quick-fire round: Teacher flashes statements for true/false or agree/disagree to check understanding (e.g., “Artaud’s Theatre of Cruelty focuses mainly on spoken dialogue.”)

Formative Assessment:

• Collect written reflections or exit tickets answering:
  “How has Artaud’s vision of theatre changed the way plays are made today?”

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Cross-Curricular Links

• English: Analysis of language and form in modern plays.
• History: Understanding 20th-century theatrical movements and social contexts.

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Differentiation

• Support: Provide keyword glossaries and scaffolded question sheets for research.
• Challenge: Students create a short dramatic piece or soundscape inspired by Artaud principles as homework or extension.
• EAL: Pair with stronger English speakers; use visual aids and drama demonstrations.

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Teacher Notes

• Encourage dynamic student presentations by using props, voice modulation, and movement to embody Artaudian impact.
• Use drama-specific questioning techniques to foster deeper critical thinking (e.g., “How does this use of silence create tension?”).
• Highlight links to students’ prior practical lessons on Artaud’s techniques, reinforcing theory-practice integration.

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This lesson directly addresses national curriculum expectations for Year 9 by fostering critical appreciation, research skills, and expressive use of drama vocabulary while linking historical context to contemporary theatre. The varied activities ensure engagement, catering for different learning styles, and fostering confidence in exploring complex theatrical concepts.