Devising with Brecht

Lesson Overview

Subject: Drama
Year Group: Year 8
Unit: Brecht’s Epic Theatre Exploration (Lesson 5 of 6)
Lesson Duration: 60 minutes
Class Size: 30 students

Curriculum Links

This lesson aligns with the Key Stage 3 Drama Curriculum in the National Curriculum for England:

• Developing Performance Skills – Creating and sustaining a performance using different dramatic styles and theatrical conventions.
• Understanding Drama as a Form – Exploring playwrights, performance styles, and theatre practitioners.
• Devising and Responding – Improvising and refining performances based on social themes and theatrical methodologies.
• Evaluating and Appreciating Drama – Reflecting on how drama can communicate social messages effectively.

Learning Objectives

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

1. Apply Brechtian techniques (e.g., placards, narration, gestus, breaking the fourth wall) in devised performances.
2. Develop a short scene that addresses a chosen social issue.
3. Work collaboratively in a structured way to refine performance work.
4. Analyse and reflect on how Brecht’s techniques influence audience perception.

Success Criteria

Students will demonstrate success by:

• Effectively incorporating at least two Brechtian techniques in their devised scene.
• Presenting a scene that clearly communicates a social issue.
• Providing constructive feedback on their peers’ performances.

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Lesson Breakdown

Starter (10 minutes) – Engaging with Brecht’s Style

Step 1: Brechtian Warm-Up Game – “Social Freeze Frames” (5 minutes)

• Students walk around the space. When the teacher calls out a social issue (e.g., homelessness, climate change, inequality), they quickly form group freeze frames representing that issue.
• The teacher selects individuals to narrate key ideas behind their freeze frame, reinforcing Brechtian ideas of gestus and social commentary.

Step 2: Quickfire Recap of Brecht’s Techniques (5 minutes)

• The teacher displays key Brechtian conventions using flash cards:
  • Placards
  • Direct Address
  • Narration
  • Gestus
  • Breaking the Fourth Wall
• Students provide examples of how techniques were used in previous lessons.

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Main Activity (30 minutes) – Devising a Brechtian Scene

Step 1: Introducing the Task (5 minutes)

• Each group (5 students per group) chooses a social issue from a prepared list or suggests their own.
• The chosen topic should reflect contemporary concerns (e.g., social media addiction, access to education, wealth inequality).
• Groups will devise a 2-3 minute scene that applies at least two of Brecht’s techniques.

Step 2: Structured Devising Time (20 minutes)

Guided Structure for Devising:

1. Discussion & Brainstorming (5 minutes) – Groups develop a short plot highlighting the key message of their scene.
2. Blocking & Staging (7 minutes) – Students experiment with movement and gestus to make character intentions clear.
3. Integrating Brechtian Techniques (5 minutes) – Students add placards, narration, or direct address to enhance audience awareness.
4. Rehearsal Refinement (3 minutes) – Quick run-through with teacher feedback on style/clarity.

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Performance & Evaluation (20 minutes)

Step 1: Group Performances (10 minutes)

• Each group presents their 2-3 minute scene.
• The audience (classmates) takes notes on how Brechtian techniques were applied.

Step 2: Peer and Self-Reflection (5 minutes)

• Using a think-pair-share model:
  • Think: Individually, students consider what worked effectively in their performance.
  • Pair: Discuss with a partner their strongest Brechtian moment.
  • Share: Each pair presents one observation.

Step 3: Teacher and Class Feedback (5 minutes)

• The teacher asks:
  • What stood out about today’s performances?
  • How did Brecht’s techniques affect your role as an audience member?

Bonus Extension Question:
If this scene were performed in a naturalistic style, how would it change the audience’s response?

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Plenary (Final 5 Minutes) – Exit Ticket

Each student writes down:

1. One thing they learned about Brechtian theatre today.
2. One skill they improved upon in devising.
3. One question or challenge they faced.

These can be collected to inform targeted feedback for the final lesson in the unit.

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Differentiation Strategies

• Support for Lower Ability Students:
  • Provide sentence starters for narration/dialogue.
  • Offer small-scale examples of Brechtian devices before devising.
• Challenge for Higher Ability Students:
  • Encourage counterpointing (juxtaposing contrasting moments in a scene).
  • Ask: How can you alienate the audience further while keeping the message clear?

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Resources Needed

• Flash cards with Brechtian techniques
• Prompt cards with social issues
• Simple props/costumes for gestus (if needed)
• Large paper and markers for placards

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Teacher Reflection (Post-Lesson Notes)

• How well did students use Brechtian techniques?
• Were the social issues clearly communicated?
• What engagement level did different students show?
• What should be reinforced in the final lesson of the unit?

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This structured, immersive lesson ensures that students not only apply Brechtian techniques in performance but also critically reflect on how these influence audience experience. 🎭