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With this research, I investigate the coexistence of academic and kinaesthetic curricular goals in post-secondary circus education in Quebec, Canada, specifically exploring how students, circus instructors, academic teachers and administrators value curricular elements within the context of their perceptions of their institution’s program objectives. The interdisciplinarity of circus studies invites analysis through methodologies and theories borrowed from other disciplines. From Sport Psychology I draw on models for assessing the kinaesthetic technical knowledge related to preparing an athletic body for elite performance (Bloom & Sosniak, 1985). The field of Curriculum Studies offers a lens through which to understand both the curricular models of each school and to assess the academic motivation of the students. The theoretical frameworks of hidden, null, implicit and explicit curricula provide a strong platform for investigating how circus schools communicate institutional values of subjects, student behaviour and career preparation (Apple & King, 1983; Eisner, 2002). In both post-secondary Quebec professionalizing circus programs, discussion groups of students, circus instructors, academic teachers and administrators were asked to define their institution’s program objectives and reflect upon the curricular content in light of those objectives. After reflection and analysis, it is apparent that the Quebec post-secondary circus education community has a common understanding of the learning objectives surrounding physical, artistic and vocational content, but disparate understandings of how academic content relates to the program objectives. [author summary]

Our multifaceted society calls for engineers that are not only experts in their domain, but possess the flexibility to understand adjacent disciplines. The inclusion of the performing arts in engineering curricula has shown potential for cultivating creativity and equipping STEM students with problem-solving abilities. However, the literature offers limited examples of such integration in engineering courses. We present a unique learning experience involving engineering students from the Royal Institute of Technology (KTH) and circus students from Bachelor’s programme in Circus at Stockholm School of the Arts (SKH). Grounded in the concepts of docendo discimus, presentational dimension of circus and reflective thinking, our study aimed to: (1) explore engineering students’ acceptance of an unconventional collaboration with circus peers; and (2) assess the pedagogical value of this collaboration for the engineering students. We highlight challenges and potentialities of this collaboration, to inform educators interested in creative teaching approaches.

Introduction: After more than a decade monitoring physical education instruction in Brazilian elementary schools we noticed an exponential increase in circus activities in both curricular physical education (PE) and in after-school programs. The purpose of this study was to analyze the children’s participation and gender preferences in circus activities, with regard to recent studies reporting substantial gender inequalities in Brazilian PE. Method: A qualitative study, based on multiple-cases design, was conducted in two public and six private Brazilian elementary schools. Data collection consisted of 17 semi-structured interviews with PE teachers and school administrators and in situ observations totalizing more than 130 h. The data were analyzed using Content Analysis (thematic categories). Results: Boys and girls showed high participation levels in both curricular and extracurricular PE circus activities. In grades 1–5, participant activity preference was not linked to gender in either curricular or extracurricular situations and overall physical engagement was high. Gender preferences between activities were identified in grades 6–12: girls for aerial activities (trapeze, silks) and boys for juggling activities. Teacher preferences played an important role in the process of linking activities to specific genders both through modeled behavior and gendered encouragement of participants. Conclusion: Circus instruction engages children of all genders and is thereby an effective activity to counter low participation in PE for boys and, especially, girls. Although circus activities are not inherently gendered, gender preferences are cultivated by teachers
through gendered behavior modeling (their activity preferences) and encouragement strategies (guiding students to activities based on gender), which is often observed in traditional PE school activities and sports.

This paper discusses asymmetrical gender treatment in circus schools where graduates obtain both an academic diploma and the competencies to begin a professional career in circus arts. The relatively recent global rise of professionalizing circus schools has both reflected and created the evolving landscape of contemporary circus performance. While students attend professionalizing circus schools to develop an artistic vocabulary, they also learn career management and become socialized into the norms of the circus industry. This paper summarizes the rise of professionalizing circus schools and explores key critiques levied at circus educational systems through the lens of gender equality. I then expand the scope of investigation to consider, from the perspective of circus schools, what factors might predicate gender disparity in circus education. In conclusion, I explore what actions can be taken by circus schools, circus students, and the circus community to favour gender parity. [editor summary]