Bertolt Brecht

Bertolt Brecht was a German Theatre

Practitioner and Playwright and was born in 1898
 Brecht disliked the
naturalistic acting style of the
time
Naturalism
(Dramatic Theatre)
Stanislavski

Entertains an
audience Shows real life

Truthful
performances

Audience and Actors get emotionally

involved
Brecht disliked Stanislavski’s naturalistic approach
to the theatre as it did not provoke thought and
suggest change.

Brecht wanted the audience to start thinking of

solutions to the problems in their society.

He wanted the audience to know that they were

watching a play not real life.

Brecht didn’t want the audience to feel any

emotion.
Brecht developed a style of
theatre known as:

EPIC THEATRE
This ultimately aimed to make
the
. audience THINK. He
wanted to try and ‘change the
world.’
Dramatic
Theatre
PLOT: Has a beginning, middle and end
and issues raised in the play are solved.
Often character based
BASED ON EXPERIENCES: Makes the
audience think they are watching real
life.
THE SPECTATOR SHARES THE
EXPERIENCE WITH THE
CHARACTERS. Non-critical. The
audience simply watch and feel
LINEAR NARRATIVE: One scene
follows another. They link and tell a
story. Progression.
Epic Theatre
NARRATIVE: Begins anywhere,
continues and stops. Issues are not
resolved. Often issue based/socio-
political.
PRESENTS VIEWS OF THE WORLD:
Makes the audience think.
THE SPECTATOR STANDS OUTSIDE
AND STUDIES.
Critical. Breaks the “fourth wall”.
Actors can directly address the
audience
EPISODIC SCENE STRUCTURE: Each
scene can stand alone.
Brecht’s Epic Theatre aimed to
alienate the audience by using:

The ‘Verfremdungseffekt’

(The Distancing Effect)

The Distancing Effect used several techniques, including:

• Use of Narrator

• Actor Stepping out of character to address audience – breaking

the fourth wall and acknowledging they are just actors.

• Subtitles

• Exaggeration

• Slapstick

• Song

• Repetition (a line, a word, scene or moment)

• Episodic – Changing the order into non-sequential sections

• Swapping roles mid way through a scene

• Clarifying the lessons learnt

• Making audience laugh at something serious

A: Did you take my necklace?

B: Of course not! I can’t believe

you would think that of me.

A: I’m sorry. I didn’t mean to

blame you… Friends?

B: Friends.