Developing Artaud Scenes

Overview

This 60-minute lesson is the seventh in a 10-lesson unit titled Exploring Artaud’s Theatre. The focus is on applying Antonin Artaud’s theatrical principles—particularly physicality, sound, and emotional intensity—to create original devised scenes in groups. This lesson links directly with the National Curriculum for Drama (England, KS3), emphasising performance skills, devising, and understanding theatrical styles.

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National Curriculum Links

Drama Key Stage 3 Programme of Study (Years 7-9)

• Performing:

  • “Perform plays and improvisations integrating movement, voice and expression.”
  • “Use performance skills to explore and communicate ideas, feelings and situations.”

• Creating and Developing Ideas:

  • “Work together to plan, rehearse and perform drama, showing understanding of character, atmosphere and style.”
  • “Use a wide range of dramatic techniques, including those from plays/texts as stimuli, to create and explore ideas and meanings.”

• Knowledge and Understanding of Drama and Theatre:

  • “Explore how drama has been influenced by social, historical and cultural contexts, styles and traditions.”
  • “Understand and apply theatre practitioner techniques.”

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Learning Objectives

By the end of this lesson, students will:

1. Demonstrate understanding of Artaud’s Theatre of Cruelty principles, especially physicality, sound, and intensity, through devising.
2. Collaborate effectively within groups to devise a short, original scene using Artaud’s techniques.
3. Communicate thematic ideas powerfully through non-naturalistic performance elements.
4. Reflect critically on how their devised work conveys emotional intensity and atmosphere.

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Resources

• Open space or black-box theatre setup
• Whiteboard and markers
• Music player or devices for creating/manipulating sound
• Props (optional, minimal)
• Notebooks and pens for planning

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Lesson Structure

Starter (10 minutes)

Activity: Quick Physical and Vocal Warm-Up

• Engage students in short, energetic physical exercises (e.g., tension/release, sharp gestures) to awaken bodily awareness.
• Add vocal warm-ups focusing on volume, pitch, and non-verbal sounds (growls, breath sounds, screams).
• Brief plenary discussion: What did it feel like to use body and sound this intensely? How might these techniques create different atmospheres?
  Purpose: Prepare students physically and mentally for Artaud-style performance and recall prior lesson content about Theatre of Cruelty.

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Main Activity (40 minutes)

Part 1 - Introduction & Group Formation (5 mins)

• Recap Artaud’s key ideas: disrupting realism, heightened physical and vocal expression, use of soundscape to provoke raw emotion.
• Explain the brief: in groups of 4-5, devise a 3-4 minute scene integrating:
  • Strong physicality (express emotion through movement/posture)
  • Use of sound beyond spoken dialogue (repetitive sounds, vocalisations, silence as a tool)
  • Emotional intensity and atmosphere that challenges the audience

Groups are encouraged to brainstorm thematic ideas (fear, chaos, transformation, societal pressure, etc.) that suit Artaud’s style.

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Part 2 – Devising Time (30 mins)

• Groups plan and rehearse their scenes.
• Teacher circulates, providing formative feedback focusing on:
  • How effectively they use non-naturalistic physicality and sound
  • Maintaining emotional intensity
  • Group collaboration and responsiveness to Artaud’s techniques
• Teacher prompts for experimenting with space, rhythm, and repetition to build tension.
• Encourage risk-taking and bold choices in performance elements.

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Part 3 – Sharing & Feedback Preparation (5 mins)

• Groups shortlist what moments they want feedback on—particularly choices around physicality and sound.
• Prepare to perform in the next lesson; if time, perform short run-throughs.

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Plenary (10 minutes)

Activity: Reflective Discussion and Written Exit Ticket

• Whole-class reflection facilitated by teacher prompts:
  • How did using Artaud’s techniques change your usual approach to drama?
  • In what ways did physicality and sound help convey meaning or emotion?
  • What challenges did you face when trying to create emotional intensity?
• Students complete a written exit ticket answering:
  1. One thing you learned about Artaud’s theatre today.
  2. One element your group used to create intensity.
  3. One challenge to work on for your final performance.

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Assessment and Feedback

Formative Assessment:

• Teacher observation of group rehearsal dynamics and creative risk-taking.
• Peer feedback encouraged during plenary discussions.
• Written exit tickets to assess understanding and reflection.

Success Criteria:

• Clear use of physical and vocal techniques inspired by Artaud.
• Emotional intensity and atmosphere are evident.
• Work shows collaboration and creative response to the brief.

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Differentiation

• Support: Offer sentence starters or visual prompts for devising ideas; scaffold group discussions.
• Challenge: Invite advanced students to experiment with abstract soundscapes or multimedia elements (lighting, projected images if available).
• Use mixed-ability groupings to enhance peer learning.

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Cross-Curricular Links

• English: Exploration of themes and emotive language beyond words.
• Music: Using rhythm, tempo and volume as narrative tools.
• PSHE: Understanding of emotions and communication of complex feelings.

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Teacher Notes: WOW Factor

• Encourage groups to think beyond naturalistic dialogue—what if sound replaces words? What if movement is distorted or exaggerated?
• Try integrating unexpected props or costume pieces to enhance physical storytelling.
• Suggest experimenting with silence and pauses as equally powerful as sound.

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This lesson builds vital skills for the final few lessons in the unit, culminating in a fully devised performance that interrogates theatrical conventions, exactly as Artaud envisioned.