Gestus in Epic Theatre Explained: 10 Powerful Activities for Students

Activity 6: Gestus and Adaptation

This activity help students understand how Brecht’s concept of “gestus” can be applied to existing stories or narratives to create new, socially and politically engaged works of theatre. By adapting familiar fairy tales or children’s stories into short Brechtian scenes, students will learn how to use “gestus” to subvert or critique the original story’s themes and messages, providing a new perspective on the material. This activity encourages students to think critically about the social and political implications of well-known stories and how they can be reinterpreted through the lens of Epic Theatre.

Step 1: Group Formation and Story Assignment

• Divide the class into small groups of 4-5 students each.
• Assign each group a well-known fairy tale or children’s story, such as “Cinderella,” “The Three Little Pigs,” “Little Red Riding Hood,” or “Hansel and Gretel.”
• Ensure that each group has a clear understanding of their assigned story’s plot, characters, and themes.

Step 2: Brechtian Adaptation

• Ask each group to adapt their assigned story into a short Brechtian scene, focusing on using “gestus” to provide social and political commentary on the original story.
• Encourage groups to consider how the “gestus” of each character can be used to subvert or critique the original story’s themes and messages.
• Prompt students to think about how they can use “gestus” to highlight issues of power, inequality, oppression, or other relevant social and political themes within the context of the original story.
• Remind students to keep their adaptations concise and focused, aiming for a scene length of 5-10 minutes.

Step 3: Scene Preparation

• Give the groups 15 minutes to rehearse their adapted scenes.
• Encourage students to pay close attention to the physical, vocal, and emotional aspects of each character’s “gestus,” ensuring that they effectively convey the intended social and political commentary.
• Prompt groups to consider how they can use staging, props, and other theatrical elements to enhance the impact of their characters’ “gestus” and the overall message of their adapted scene.

Step 4: Group Performances

• Have each group perform their adapted scene for the class.
• Encourage the performing group to introduce their scene by briefly explaining their chosen approach to adapting the original story and the key social and political themes they aimed to address through their use of “gestus.”
• After each performance, invite the class to provide feedback and ask questions about the group’s adaptation choices and their use of “gestus.”

Step 5: Class Discussion

• After all the performances, lead a class discussion on how the use of “gestus” in each adaptation changes the meaning and impact of the original story.
• Encourage students to analyze how each group’s use of “gestus” subverted or critiqued the original story’s themes and messages, providing new social and political commentary.
• Discuss how the process of adapting familiar stories through the lens of Brecht’s “gestus” relates to his broader goals for Epic Theatre, such as encouraging critical thinking, challenging societal norms, and promoting social and political awareness.
• Prompt students to consider how they can apply this adaptation approach to other texts or stories, using “gestus” to create new, socially and politically engaged works of theatre.

Activity 7: Gestus and Historical Figures

The purpose of this activity is to help students understand how Brecht’s concept of “gestus” can be applied to real-life historical figures to create compelling and socially relevant theatre. By researching and embodying the “gestus” of a specific historical figure, students will gain a deeper understanding of how social status, attitudes, and relationships are influenced by historical context. This activity encourages students to think critically about how the lives and experiences of historical figures can be used to provide social and political commentary on their era and the broader issues they faced.

Step 1: Historical Figure Assignment

• Provide students with a list of historical figures from various time periods and cultures, such as Mahatma Gandhi, Marie Antoinette, Nelson Mandela, Frida Kahlo, or Martin Luther King Jr.
• Divide the class into pairs and assign each pair a historical figure from the list.
• Ensure that each pair clearly understands the background of their assigned figure, including their era, culture, and significant life events.

List of Historical Figures

1. Mahatma Gandhi.
2. Marie Antoinette.
3. Nelson Mandela.
4. Frida Kahlo.
5. Martin Luther King Jr.
6. Cleopatra.
7. Leonardo da Vinci.
8. Joan of Arc.
9. Genghis Khan.
10. Queen Elizabeth I.
11. Confucius.
12. Harriet Tubman.
13. Albert Einstein.
14. Simón Bolívar.
15. Rosa Parks.
16. Michelangelo.
17. Sun Tzu.
18. Sacagawea.
19. Galileo Galilei.
20. Amelia Earhart.
21. Mao Zedong.
22. Eleanor Roosevelt.
23. Pablo Picasso.
24. Nefertiti.
25. Winston Churchill.
26. Susan B. Anthony.
27. Nikola Tesla.
28. Pocahontas.
29. Julius Caesar.
30. Florence Nightingale.

Step 2: Research and Gestus Development

• Give the pairs 15 minutes to research their assigned historical figure, focusing on their social status, attitudes, and relationships within their specific historical context.
• Encourage students to consider how their figure’s physical gestures, facial expressions, and vocal intonations might reflect their position in society, their beliefs, and their interactions with others.
• Prompt pairs to develop a specific “gestus” for their historical figure based on their research, aiming to capture the essence of the figure’s character and the social and political issues they faced.

Step 3: Gestus Presentation

• Have each pair present their historical figure’s “gestus” to the class.
• Encourage pairs to embody their figure’s “gestus” through a short, improvised scene or monologue that highlights the figure’s key traits, relationships, and the historical context in which they lived.
• After each presentation, have the pair explain their choices and how they relate to the figure’s life, times, and the broader social and political issues they faced.
• Invite the class to provide feedback and ask questions about each pair’s “gestus” presentation.

Step 4: Class Discussion

• After all the presentations, lead a class discussion on how each historical figure’s “gestus” could be used in a theatrical context to provide social and political commentary on their era and the broader issues they faced.
• Encourage students to analyze how each figure’s “gestus” reflects their position within their society’s social hierarchy and how it conveys their attitudes towards the issues and events of their time.
• Discuss how the “gestus” of historical figures can be used to create compelling and socially relevant theatre that explores themes of power, oppression, resistance, and social change.
• Prompt students to consider how they can apply this approach to other historical figures or events, using “gestus” to provide new perspectives on the past and its relevance to contemporary social and political issues.

Activity 8: Gestus and Improvisation

This activity will help students develop a more intuitive understanding of how “gestus” can be used to create compelling and socially meaningful characters in an improvisational setting. By working with random props and costume pieces, students will learn how to quickly develop a character’s “gestus” based on their interaction with these objects. In turn, reflecting their social status, attitudes, and relationships within the scene’s context. This activity encourages students to think creatively and adaptively about how “gestus” can be used to convey social and political meaning through the use of physical objects and improvisational performance.

Step 1: Group Formation and Props Distribution

• Divide the class into small groups of 4-5 students each.
• Provide each group with a random selection of props and costume pieces, such as a hat, a cane, a scarf, or a book. Ensure that each group has a unique set of objects.
• Encourage students to examine their props and costume pieces and consider how they might be used to develop a character’s “gestus.”

Step 2: Gestus and Improvisation

• Give the groups time to create a short improvised scene in which each character’s “gestus” is defined by their interaction with one of the props or costume pieces.
• Encourage students to focus on how their character’s physical gestures, facial expressions, and vocal intonations can be influenced by the object they are using, reflecting their social status, attitudes, and relationships within the scene.
• Prompt students to think about how their character’s “gestus” can be used to convey social and political meaning within the context of the improvised scene.
• Remind students to keep their scenes concise and focused

Step 3: Group Performances

• Have each group perform their improvised scene for the class.
• Encourage the performing group to introduce their scene by briefly explaining their chosen props and costume pieces and how they influence each character’s “gestus.”
• After each performance, invite the class to provide feedback and ask questions about the group’s use of props and costume pieces in developing their characters’ “gestus.”

Step 4: Object Swap and Re-Improvisation

• Have the groups swap their props and costume pieces with another group, so that each group now has a new set of objects to work with.
• Give the groups time to re-improvise their scenes, adapting their characters’ “gestus” to the new props and costume pieces.
• Encourage students to consider how the change in objects influences their characters’ social status, attitudes, and relationships, and how this change can be reflected in their “gestus.”

Step 5: Re-Improvised Performances

• Have each group perform their re-improvised scene for the class.
• After each performance, invite the class to discuss how the change in props and costume pieces influenced the characters’ “gestus” and the overall meaning of the scene.

Step 6: Class Discussion

• After all the performances, lead a class discussion on how the use of props and costume pieces can enhance or change a character’s “gestus” in an improvisational setting.
• Encourage students to analyze how the interaction between character and object can be used to convey social and political meaning, and how this relates to Brecht’s concept of “gestus.”
• Discuss how the process of adapting a character’s “gestus” to different objects can help actors develop a more flexible and intuitive understanding of the concept.
• Prompt students to consider how they can apply this improvisational approach to other aspects of character development and performance, using “gestus” to create socially and politically engaged theatre.

Activity 9: Gestus and Modern-Day Archetypes

This activity aims to help students understand how Brecht’s concept of “gestus” can be applied to contemporary social roles and stereotypes, creating characters that reflect and comment on current social and political issues. By exploring the “gestus” of modern-day archetypes, students will learn how to create socially relevant characters that embody the attitudes, relationships, and power dynamics of today’s society. This activity encourages students to think critically about how theatre can be used to engage with contemporary issues and provoke audience reflection on the world around them.

Step 1: Brainstorming Modern-Day Archetypes

• As a class, brainstorm a list of modern-day archetypes, such as a social media influencer, a politician, a healthcare worker, a climate activist, a tech entrepreneur, or a gig economy worker.
• Encourage students to consider archetypes that represent a range of social statuses, attitudes, and relationships within contemporary society.
• Discuss briefly how each archetype reflects current social and political issues, such as income inequality, climate change, or the impact of technology on society.

List of Modern-Day Archetypes

1. Social media influencer.
2. Politician.
3. Healthcare worker.
4. Climate activist.
5. Tech entrepreneur.
6. Gig economy worker.
7. Podcast host.
8. E-sports player.
9. Yoga instructor.
10. Food delivery driver.
11. Sustainable fashion designer.
12. Cryptocurrency trader.
13. Renewable energy engineer.
14. Mindfulness coach.
15. Cybersecurity expert.
16. YouTube tutorial creator.
17. Urban farmer.
18. Telemedicine physician.
19. Diversity and inclusion consultant.
20. Digital nomad.
21. Artificial intelligence researcher.
22. Zero-waste advocate.
23. Streaming platform content creator.
24. Electric vehicle technician.
25. Virtual reality game developer.
26. Genealogy enthusiast.
27. Drone pilot.
28. Social justice activist.
29. Online language tutor.
30. Augmented reality designer.

Step 2: Group Formation and Archetype Assignment

• Divide the class into small groups of 4-5 students each.
• Assign each group a modern-day archetype from the brainstormed list, ensuring that a variety of social roles and issues are represented.

Step 3: Scene Creation

• Give the groups 15 minutes to create a short scene featuring their assigned modern-day archetype.
• Encourage students to focus on using “gestus” to convey the character’s social status, attitudes, and relationships within a contemporary context.
• Prompt groups to consider how their character’s physical gestures, facial expressions, and vocal intonations can reflect the social and political issues associated with their archetype.
• Remind students to keep their scenes concise and focused, aiming for a length of 3-5 minutes.

Step 4: Group Performances

• Have each group perform their scene for the class.
• Encourage the performing group to introduce their scene by briefly explaining their chosen modern-day archetype and the key social and political issues they aimed to explore through their character’s “gestus.”
• After each performance, invite the class to provide feedback and ask questions about the group’s use of “gestus” in portraying their modern-day archetype.

Step 5: Class Discussion

• After all the performances, lead a class discussion on how the “gestus” of each modern-day archetype reflects current social and political issues.
• Encourage students to analyze how each group’s use of “gestus” embodied the attitudes, relationships, and power dynamics associated with their chosen archetype.
• Discuss how these modern-day archetypes could be used in a theatrical piece to provide commentary on contemporary society, and how this relates to Brecht’s goal of creating socially and politically engaged theatre.
• Prompt students to consider how they can apply this approach to other contemporary social roles or issues, using “gestus” to create characters that reflect and critique the world around them.

Activity 10: Gestus and Silent Film

The purpose of this activity is to help students understand how Brecht’s concept of “gestus” can be amplified and made more explicit through the use of exaggerated physical expressions, as seen in the style of silent films. By removing spoken dialogue and relying solely on facial expressions, body language, and gestures. Students will learn how to convey characters’ social status, attitudes, and relationships in a heightened, more visually striking manner. This activity encourages students to think creatively about how the techniques of silent film can be used to enhance the social and political impact of Brechtian theatre, making the underlying themes and messages more accessible to the audience.

Step 1: Introduction to Silent Film

• Introduce students to silent film and how actors relied heavily on facial expressions, body language, and gestures to convey character and emotion.
• Show short clips from famous silent films, such as “The Gold Rush” (1925) or “Metropolis” (1927), to illustrate how actors used exaggerated physical expressions to communicate meaning.
• Discuss how the use of exaggerated gestures and expressions in silent film can be compared to Brecht’s concept of “gestus,” as both aim to convey social and political meaning through physical performance.

Step 2: Group Formation and Scene Assignment

• Divide the class into small groups of 4-5 students each.
• Assign each group a short scene from a Brecht play, such as “The Good Person of Szechwan” or “The Resistible Rise of Arturo Ui,” ensuring that the scenes chosen have clear social and political themes.

Step 3: Silent Film Scene Rehearsal

• Give the groups 20 minutes to rehearse their assigned scenes in the style of a silent film.
• Encourage students to focus on using exaggerated facial expressions, body language, and gestures to convey the characters’ social status, attitudes, and relationships without the use of spoken dialogue.
• Prompt groups to consider how they can use the techniques of silent film to heighten the social and political themes present in their scene, making them more visually striking and accessible to the audience.
• Remind students to pay attention to the pacing and clarity of their physical expressions, as they will need to communicate the scene’s meaning and narrative solely through their “gestus.”

Step 4: Silent Film Scene Performances

• Have each group perform their silent film scene for the class.
• Encourage the performing group to introduce their scene by briefly explaining the context and the key social and political themes they aimed to explore through their use of exaggerated “gestus.”
• After each performance, invite the class to provide feedback and ask questions about the group’s use of silent film techniques and how they enhanced the scene’s Brechtian themes.

Step 5: Class Discussion

• After all the performances, lead a class discussion on how the use of exaggerated “gestus” in silent film relates to Brecht’s ideas about the social and political dimensions of theatre.
• Encourage students to analyze how the removal of spoken dialogue and the reliance on heightened physical expressions can make the social and political themes of a Brechtian scene more explicit and accessible to the audience.
• Discuss how the techniques of silent film, such as exaggerated facial expressions and gestures, can be incorporated into contemporary Epic Theatre performances to enhance their visual impact and social commentary.
• Prompt students to consider how they can apply this approach to other scenes or plays, using the style of silent film to amplify the “gestus” of characters and strengthen the social and political messages of the work.