Final Performance Showcase

Curriculum Information

Subject: Drama
Year Group: Year 8
Unit Title: Brecht's Epic Theatre Exploration
Lesson Number: 6 of 6
Lesson Duration: 60 minutes
Curriculum Links:

• National Curriculum for England (KS3 Drama):
  • Develop confidence and creativity through performance.
  • Explore different theatrical styles and practitioners (Brecht).
  • Use voice, movement, and stagecraft to communicate ideas effectively.
  • Reflect and evaluate work, giving and receiving constructive feedback.

This lesson will support students in applying their knowledge of Epic Theatre techniques in a final performance, with an emphasis on Brechtian devices such as direct address, placards, narration, gestus, and alienation.

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Lesson Objectives

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

• Refine their devised scenes using key Brechtian techniques.
• Collaborate effectively in rehearsal, making purposeful creative choices.
• Present a final performance that showcases their understanding of Epic Theatre.
• Evaluate their own and others' work using critical reflection.

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Lesson Structure

Starter Activity (10 minutes) – "Epic Warm-Up"

• Begin with a high-energy warm-up to prepare students physically and mentally for performance:
  • Gesture & Exaggeration: In pairs, students perform a “silent argument” using exaggerated movements.
  • Verfremdungseffekt Challenge: Students take a nursery rhyme or simple sentence and deliver it in a surprising or alienating way.
• Quick class discussion:
  • How did exaggeration affect communication?
  • Why might Brecht encourage actors to break naturalism?

Main Activity (40 minutes) – Rehearsal, Feedback & Performance

Phase 1 – Group Rehearsal (15 minutes)

• Each group spends 10 minutes rehearsing their final scene.
• During this time, encourage:
  • Strong use of narration, direct address, and placards.
  • Experimentation with tone, movement, and interacting with the audience.

Phase 2 – Peer Coaching (10 minutes)

• Each group swaps with another and performs a 30-second extract while the observing group provides feedback using the "TAG" method:
  • T - Tell them one thing that worked well (e.g., “Your use of placards was clear and effective”).
  • A - Ask a question about their choices (e.g., “Why did you use that movement at the climax?”).
  • G - Give a suggestion for improvement (e.g., “Maybe try a slower pace to emphasise tension”).
• Groups refine their pieces based on the feedback.

Phase 3 – Final Performance (15 minutes)

• Each group performs their scene for the class.
• After each scene, the audience is encouraged to respond by:
  • Identifying at least one Brechtian technique used.
  • Discussing how the performance challenged them to think rather than feel (a key idea in Epic Theatre).

Plenary (10 minutes) – Reflect & Evaluate

• Students discuss in small groups:
  • How did their understanding of Epic Theatre develop throughout the unit?
  • What strengths did their group display during the performance?
  • What could be improved in future devised work?
• Conclude with “One-Minute Manifesto”:
  • Each student writes one sentence summarising what they have learned about Brecht and Epic Theatre in this unit. A few are shared aloud.

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Resources & Materials

• Large paper and markers for placards
• Simple props if needed for devised scenes
• Printed TAG feedback templates for structured peer coaching

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Assessment Opportunities

• Formative Assessment: Observing rehearsal discussions and peer feedback interactions.
• Summative Assessment: Final performances – assessing engagement with Brechtian techniques.
• Self-Assessment: Written reflections on learning and theatrical choices.

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Teacher Reflection & Next Steps

• Did the students demonstrate a clear grasp of Epic Theatre techniques?
• Were they able to clearly communicate their messages to an audience?
• What aspects of devising and performance need more focus in future units?

This lesson concludes the Brecht's Epic Theatre Exploration unit and serves as a stepping stone for students to engage in more advanced political or experimental drama in later years.

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Extension Opportunity (For Advanced Groups)

• Challenge students to create a 5-minute deconstruction of a familiar fairy tale using Brechtian techniques.
• Encourage them to use political or social themes relevant to their generation.