2.2.3: Balancing Circus
7
Life skills are abilities for
adaptive and positive behaviour that enable humans to deal
Within a circus lesson we juggle with all of these elements, and from a Learner-Centered perspective we are obliged to offer a safe and inclusive space for freedom and discovery, without losing control of the group and learning objectives. Children are often excited by the opportunities that circus arts offer them, and it’s not always easy to find a good balance between explosive motivation and the learning process. The latter is based in turn on the balance between the acquisition of life-skills7 and the technical progression of the circus discipline. We can say that the three balls that we are juggling are: the participants’ freedom, their physical and emotional safety and challenging them to learn the next trick.
effectively with the demands and challenges of life (‘Life Skills
FREEDOM
Education for Children and Adolescents in Schools’ World Health Organisation).
SAFETY
CHALLENGE
The more we try to push the challenge, the more we risk affecting the participant’s emotional and physical safety, and their sense of freedom, unless of course the participants are already very motivated, mature and aware of risks. On the other hand, if we focus excessively on the need for safety, we put a lot of limits on the students and we run the risk of potential demotivation. If we give too much freedom, we can lose control of the group, putting their safety at risk. So, what we can do? Continually adjusting the balance between these three concepts safety-freedom-challenge is the key to long term learning progression. Designing lessons where there is space for the participants to develop and increase their skills, stimulate collaboration and encourage peerto-peer learning is a major step towards developing the Learner-Centered culture we discussed earlier.
LEARNER-CENTERED LEARNING CIRCUS EDUCATION THROUGH LCL METHODOLOGY
34
