Exploring Artaud's Texts

Lesson Overview

Subject: Drama
Year Group: 10
Lesson Duration: 60 minutes
Unit Title: Exploring Artaud’s Cruelty (Lesson 3 of 8)
Curriculum Reference: KS4 Drama – Understanding Theatre Practitioners
Focus: Antonin Artaud’s use of language, structure, and themes in his texts

Learning Objectives

By the end of this lesson, students will:

• Analyse selected texts by Antonin Artaud, considering how language and structure contribute to meaning.
• Discuss the themes of his work and how they align with the principles of the Theatre of Cruelty.
• Experiment with vocal and physical interpretations of his text to explore its impact on an audience.

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Lesson Structure

Starter Activity (10 minutes) – Sensory Disruption

Objective: Introduce students to Artaud’s use of sensory assault in theatre.

1. Classroom Setup: Dim the lights slightly and play an unfamiliar, unsettling soundscape (e.g., whispers, distorted sounds, or chaotic music).
2. Quick Reaction Task: As the sound plays, ask students to write down or describe how the sound makes them feel in five words.
3. Class Discussion: How does this sensory input affect their emotions and thoughts? How might Artaud have used similar techniques to evoke discomfort in his audience?

This primes students for Artaud’s use of language and structure as a means to unsettle and challenge audiences.

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Main Activity 1 (15 minutes) – Artaud’s Language and Themes

Objective: Analyse the themes and writing style of Artaud.

1. Group Reading: Provide each group with an excerpt from Artaud’s writings (e.g., The Theatre and Its Double, Jet of Blood).
2. Guided Annotation: Ask students to highlight:
   • Unusual or intense imagery.
   • Repetitive or forceful phrases.
   • Any violent or disturbing language.
3. Group Discussion: In small groups, students discuss:
   • What emotions does the text evoke?
   • How does the structure contribute to its impact?
   • How does this connect to Artaud’s concept of Theatre of Cruelty?

Extension for High-Ability Students: Encourage them to make connections between Artaud and other surrealist or avant-garde texts they have encountered in English or Drama.

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Main Activity 2 (20 minutes) – Physicalising Artaud’s Words

Objective: Explore how Artaud’s text can be performed through movement and voice.

1. Instruction: In pairs, students choose a few lines from Artaud’s text and decide how to perform them using exaggerated physicality and voice.
2. Experimentation: Encourage students to:
   • Change vocal rhythms, volume, and pacing.
   • Use sudden or extreme body movements.
   • Incorporate abstract gestures or repetitive actions.
3. Rehearsal & Performance: Each pair performs for another pair.
4. Feedback Discussion:
   • What did they feel when performing the text in such an extreme way?
   • How did the audience react?

This reinforces the idea that Artaud’s writing is not just meant to be read but experienced viscerally.

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Plenary (10 minutes) – Reflection & Discussion

Objective: Consolidate learning and encourage critical thinking.

1. Think-Pair-Share:
   • How did Artaud’s use of language and text challenge traditional theatre?
   • Which elements of his style could be implemented in modern productions?
   • How did their performances change the meaning of the text?
2. Exit Slip Task: Before leaving, each student writes one sentence summarising how they felt about Artaud’s writing and performance style.

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Assessment Opportunities

• Formative: Observing group discussions and in-class performances to gauge understanding.
• Verbal Feedback: Given throughout pair discussions, performances, and reflections.
• Written Reflection (Exit Slip): Provides insight into students' personal reactions and comprehension.

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Homework (Optional Extension Task)

Research how modern theatre companies have used Artaud’s techniques in performances. Write a 200-word response on whether they believe Artaud’s ideas are still relevant today.

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Resources Needed

• Excerpts from Artaud’s writings (The Theatre and Its Double, Jet of Blood).
• A prepared unsettling soundscape (optional).
• Paper for exit slips.

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Teacher Notes

• Classroom Management: Since Artaud’s themes can be intense, ensure students approach the material with an understanding of its artistic intent rather than just focusing on shock value.
• Inclusion/Accessibility: Allow students to express responses to the text in different formats (written, spoken, or drawn if needed).
• Cross-Curricular Links: Connect to English Literature (Surrealism, Expressionism) and History (20th-century avant-garde movements).

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End of Lesson Plan