Negotiating identity through risk : a community circus model for evoking change and empowering youth
Auteurs : McCutcheon, Sharon (Auteur)
Lieu de publication : Australie
Éditeur : Université Charles Sturt
Date de publication : 2003
Langue : Anglais
Description : 187 p. ; 28 cm
Notes : Mémoire présenté comme exigence partielle de la maîtrise en arts de l'Université Charles Sturt.
Organismes de cirque social - Études de cas
Arts du cirque - Aspect éducatif
Arts du cirque - Aspect psychologique
Arts du cirque - Aspect social
Écoles de cirque - Australie
Bénéfices des arts du cirque chez les jeunes
Bénéfices des arts du cirque chez l'enfant
Dépouillement du document :
Case studies :
James Cook Boys High School
Dubbo West Central School
Campbelltown Performing Arts High School
Reg Bolton’s « circus in a suitcase »
Batemans Bay High School
Results of case studies
Discussion of results
Circus 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]
Collection : Bibliothèque de l'École nationale de cirque
Localisation : Bibliothèque
Cote : 791.307 1 M1339n 2003