Auteurs : Caravan - École de cirque de Bruxelles (Direction)

Lieu de publication : [Belgique]

Date de publication : [2011]

Langue : Anglais

Description : [30 p.] ; 28 cm

Sujets :
Cirque social
Arts du cirque - Étude et enseignement
Caravan [organisme de cirque]

Collection : Bibliothèque de l'École nationale de cirque

Localisation : Études, rapports et articles de périodiques

Cote : 361.7 C262f 2011

Ex. 1 — Consultation sur place

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How circus training can enhance the well-being of austitic children and their familiesThis project is concerned with how circus training can benefit children diagnosed on the autistic spectrum and, in turn, their families. Many “special needs” children spend a great deal of time in physiotherapy, speech therapy, osteopathic therapy, occupational therapy and behavioural therapy. The thesis explores how circus can open up a new world to such children, enabling them to take risks, physically and emotionally; to stretch the capacities of their bodies in an environment that enriches their social development. Not only do they gain in strength, coordination and physical awareness, they can also gain confidence, opportunities for creative expression and a sense of “fitting in”.

For the parents and siblings of children with autism, circus training sessions provide respite and a chance to enjoy seeing their family member becoming involved with other children and achieving things that might not have seemed within their capabilities. There are frequently flow-on effects through improvements in autistic children’s skills and behaviours in daily life. Families can also become part of the “circus family” – sharing a sense of community with other families who understand the challenges that accompany life with an autistic child: a sense of isolation in the wider community, the frustrations, embarrassments and feelings of being judged. In the circus community, parents never need to apologise for their child in the same breath as introducing themselves.

The project draws on observations from my work as a circus performer and trainer; focused interviews with several physiotherapists, occupational therapists and circus trainers; literature relating to youth and social circus, and autism; and theoretical work on creativity, embodiment, difference, identity, belonging and changing notions of community, particularly from Foucault, Deleuze and Guattari, Agamben and Probyn.

I set out to demonstrate the practical value of circus to children with special needs and their families; that the environment of creative chaos developed in circus is particularly beneficial for children with autism; that the practice philosophy of circus values both difference and inclusivity, helping to build community; that philosophy and cultural theory can provide insights into how circus “works” for autistic children and their families; and that participation in circus can change how people understand the world and each other. My aim as a circus professional is to encourage us all to re-think how we approach physical therapy for children with special needs and to provide some theoretical frameworks that support the exceptional work of youth circus schools around Australia. [author summary]
Le cirque à l'épreuve du social
Circustheater Elleboog
Rede Circo do Mundo Brasil : uma proposta metodológica em rede
Negotiating identity through risk : a community circus model for evoking change and empowering youthCircus as a community theatre medium undoubtedly produces positive results for both the individuals involved and the community in which it resides. This dissertation examines the impact of those results when the “community” is an educational setting. Five descriptive case studies of in-school circus programs are explored in the study. These schools are all located in different socioeconomic areas and serve culturally diverse students and communities across Australia.

The nature of circus is also examined; particularly the elements of risk and the perceived sense of danger that are associated with successful circus. These aspects are recurring, necessary elements in the discussion of in-school circus programs. Other recurring themes outlined in the results include:

- an increase in the physical fitness of participating students;
- individual and community pride as dominant student, staff and parent reactions;
- a new “positive” utilisation of space;
- an alignment of individuals’ projected and actual selves;
- the development of peer tutoring systems and new ways of learning;
- a new public face of the participating schools which, in turn, creates a new climate within the schools - which includes an overall decrease in violent and anti-social behaviour in the school, the home and the community.

All five of the descriptive case studies are considered successful by the staff, students and parents interviewed. Success in this case is measured in terms of popularity, both within the school and its wider community, and in the decrease of various anti-social and identified destructive behaviours.

These results are examined under the categories of physical, psychological, mental, scholastic and sociological benefits. The data also emphasizes a number of obstacles to successful circus programs, and offers suggestions for overcoming these obstacles. The principals and practices extrapolated from the data collected provide a framework for how “circus works” within an educational framework.

The results of the study and their subsequent discussion, highlight the personal and communal benefits, and illustrate the notion that “circus works” as a tool for evoking change and empowering youth. The notion of risk is illustrated as intrinsic, and essential for successful implementation in schools. Risk is also identified as the element that needs to be managed in order to alleviate obstacles to the instigation and continuation of circus programs within schools. [autor summary]
Guia do educador de circo social : das lições de circo às lições de vida
Criado pelo Cirque du Soleil e Jeunesse du Monde, o programa Cirque du Monde pratica a metodologia pedagógica do circo social, uma metodologia de ação usando as artes circenses como pedagogia alternativa junto aos jovens das classes populares. A fim de estimular e apoiar o desenvolvimento do circo social, o Cirque du Soleil criou um programa de formação em circo social destinado aos instrutores de circo e aos educadores de circo social que recorrem a esta metodologia.

Este guia faz parte de uma série de ferramentas pedagógicas que permitirão que as várias instituições interessadas pelo circo social se beneficiem da expertise desenvolvida pelo
Cirque du Soleil e por seus parceiros desde 1995. Sendo tanto uma síntese da metodologia pedagógica do circo social quanto um guia prático, este documento permite que os educadores de circo social compreendam os fundamentos e os princípios diretores específicos a essa metodologia de ação, além de apoiá-los na organização, no planejamento e na avaliação das oficinas de circo social.

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