Professional Documents
Culture Documents
Generations
Nicollette Amico
Muhlenberg College
December 12, 2017
Introduction
to integrating circus arts into the lives of younger generations. This idea was sparked for me in
my further involvement with the Office of Community Engagement at Muhlenberg College and
The Muhlenberg Circus. I have been a member of the Muhlenberg Circus for three and a half
years now and have done many performances, community engagement programs, and events
with the ensemble. Jefferson Elementary School, a local Allentown elementary school, has a
strong partnership with Muhlenberg College in many ways. Jefferson Elementary holds weekly
programs and special events for students that Muhlenberg students run and host throughout the
semester.
programs that incorporate and include art in them whether it be physical or performance, studio,
or media art forms. I want to explore the various results of how kids react to these different art
forms that are integrated into their everyday lives as they are beginning to develop more creative,
Especially in our world today, people need to be reminded of the reasons why helping and
supporting each other and educating our younger generations is so important. In taking the time
and necessary means of creating programs that incorporate artistic elements such as circus,
younger generations will benefit from the skills acquired because of the parallels established
between our everyday lives and circus. I am going to us the two community engagement circus
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programs that I helped to organize with Jefferson Elementary school as a starting point for
making inferences and connections using the teachers and their feedback on these events.
Statement of Purpose
My purpose statement is to prove that circus arts can help younger generations develop and
enhance skills in creativity, collaboration, and leadership. This study will also compile research
in a way that shows how and why the arts are so important to our developing and ever changing
society.
Our current education system is not providing enough alternative learning opportunities for
developing skills in creativity, collaboration, and leadership skills for children K-5. The few
opportunities that are available are not easily accessible to everyone and live in exclusivity which
Review of Literature
Bouissacs main focus in his book, Semiotics at the Circus is what it means to actually go
to the circus. Through his book he unveils the various layers of the circus, beginning with the
audience stepping through the doorway to enter the circus to the symbolic usage of tricks passed
down through the many generations of circus. Semiotics in the circus are interwoven and
prominently used to interpret the paralleling of the circus and human societies. Bouissacs
research is relevant to my study on how circus art should and can be effectively integrated into
the lives of younger generations because of his focus on the semiotics and what circus means in
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our society as a whole in regards to everyone. This research, of circus in society as a whole, is
important in supporting how and why circus can help in the development of younger generations.
In another area of circus research, in The Contemporary Circus: The Art of the
Spectacular, Ernest Albrecht discusses how the ideas of all the moving parts of the circus work
together in mechanism. There are many different facets of a circus which is why people keep
coming back. He focuses on the collaboration aspect and compares how the group as well as the
individual aspect keeps the circus moving forward in creative ways. He also states that the
artistry amongst individuals in collaboration with a group will lead to a sustainable future for the
circus. He believes that circus schools will remain as long as artists continue to enliven their
understanding why and how circus fits into our everyday lives. However, Albrecht focuses on
the ideas of collaboration and the ideas of utilizing techniques and tools found within working in
a group or individually to enhance and vitalize peoples minds as artists. This information can be
displaced and applied to many different age groups and sculpted in such a way that makes sense
In a different focus of the study of circus, Maglio and McKinstry discuss the benefits of
using circus arts and skills partnered with occupational therapy to enhance the development of
primary and secondary school students. Their main focus is to promote how the effectiveness of
using circus arts as a tool for developing collaboration, self-awareness, creativity, education, and
social development can be highly influential. This research, while focused on occupational
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From a broader standpoint, the National Endowment for the Arts explains that the
participation in the arts is so important and helps to develop human potential. The studies of
arts education and engagement can further the growth of young, developing minds in terms of
supporting thinking and expressing themselves in creative ways. These skills can also promote
growth and positive development in other areas of study such as math and recommends that non
art classes have a more integrated curriculum surround the arts. The author offers explanations
on how the arts have affected individuals, ranging from adolescents to adults and concluded that
those individuals who were involved in the arts had higher self esteem and a better quality of life
After reading all of these scholarly articles and chapters of books discussing how and
why circus is beneficial to society as a whole I am further perpetuated to understand and discover
more ways of establishing these values earlier on in childhood and adolescent development.
These sources focused a lot on circus in general which is important in understanding where and
what societal values are because to establish something new, I have to go back and look at what
came before. I am going to make further connections with these sources and my focused research
next semester.
Assumptions
My assumptions of this study are that students in grades K-fifth do not have enough
opportunities to learn team building, collaboration, participation, and trust skills. I am assuming
that this is a result of people not having the means or knowledge to inquire further than what is
readily available for them. I am can assume that people do not have the exposure to fully
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Hypothesis
Through integrating and developing a more tactile and visceral experience for students
through circus arts, students will be able to experience growth in leadership, skills, ability to
collaborate, and creativity through physical participation. This participation will allow them to
establish and make apparent certain skills that they might not otherwise be able to acquire or
discover.
Delimitations
The delimitations I am anticipating in this study are that there are already a lot of
community centers in Allentown, which that have a large variety of activities for people to be
involved in. However at some of the community center, the only artistic physical activity offered
is line dancing classes. There is no age specification on the brochure, however this is not
something that younger generations will benefit from in terms of building team-building,
collaborative, and create skills. I am going to explore and dig deeper to gain a fuller
understanding of the programs offered at these community centers and what kind of people are
I am also going to research further, various circus schools that offer community outreach
programs and compare their results in attendance, retention, and feedback to the programs
schools and companies, within the tristate area, that actually offer community classes that are
accessible.
Muhlenberg is also a good resource in exploring the large variety of art programs with
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the elementary schools in Allentown that are either weekly, monthly, and or annually. These
programs are mostly focused on grades K through fifth. Every year Muhlenberg College hosts
Art Day for Cleveland Elementary to further their exposure to fine art. This program has been
developed and manipulated to operate in a weekly structure to further enhance the relevance and
Limitations
In regards to limitations, I am anticipating that I might find some push back from some of
the community center in Allentown and throughout the Lehigh Valley in that they might not
want to expand their programs through circus arts. This is something that I think can be resolved
on its own and that will also help shape the study in understanding where elements of circus and
arts programs are lacking and where and what people deem important in terms of expansion.
possibly incorporating into the study people who are currently doing circus that did not have the
opportunity to do it when they were younger. This information can be helpful and influential in
further understand how to go about integrating circus into elementary schools. Often times you
find that young adults have done either gymnastic or some kind of tumbling when they were
younger but stopped once they got too old to keep doing it recreationally and would have had to
move onto more intense training or stop completely. I am interested to find a way to allow
people to develop these skills earlier on in life without choosing between such extremes so that
these skills can continue to enhance and enliven their lived experiences. I am going to look into
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Parkettes Gymnastics Training Center in the Lehigh Valley, which is the local olympic
Terms:
Community engagement
Social Circus
Using circus as a medium for building trust, changing perspectives, increasing confidence and
other life skills
Risk
When the value at stake in a transaction is high or when this transaction has a critical role in the
security or the safety of a system. (Analysing the Relationship between Risk and Trust)
Trust
Trust is the extent to which one party is willing to depend on somebody, or something, in a given
situation with a feeling of relative security, even though negative consequences are possible.
(Analysing the Relationship between Risk and Trust)
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Collaboration
To work jointly with other or together especially in an intellectual endeavour (Merriam Webster)
This research will be conducted by utilizing various modes of networking throughout the
Muhlenberg community and Allentown and the Lehigh Valley community. I will be contacting
local schools and community centers to gain a more narrow understanding of what the programs
are that they offer and what variety those programs encompass in regards to a greater
because of their strong connections and network with the surrounding Allentown community.
They have art programs in a variety of their partnership elementary school such as Jefferson
Elementary, Cleveland Elementary, and Roosevelt Elementary. Muhlenberg prides itself on the
strong connections it holds with these schools because of the positive feedback Muhlenberg
receives from the schools. I am going to conduct interviews with Eveily Freeman and Beth
Halpern, the coordinators of the Office of Community Engagement because I have worked
closely with them on a variety of circus and other community engagement events, such as the
Jefferson Circus Extravaganza, The Muhlenberg Circus Incentive Performance, and the Winter
Spectacular.
these schools to learn more about their programs and what the effect of incorporating the arts
into their school day has had on their students. I am also going to interview people within the
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Muhlenberg community such as Teresa VanDenend Sorge about her work in community
engagement and what her process is in establishing relationships within the communities. I hope
to learn more about how DanceMax, the Muhlenberg College Moving Company, which Teresa is
the advisor and coordinator of, is a helpful learning tool in teaching kids about specific topics.
Along with Teresa, I hope to also gain information through conducting interviews with
the Muhlenberg College Education Department to gain knowledge of how the student teacher
field work program allows student teachers to incorporate their own methodology into state
education standards required for each school and classroom. I am going to do more research on
how the state standards are affecting how teachers add and omit certain elements and lessons into
their curriculums.
Annotated Bibliography
Carmeli, Y. (1994). Text, Traces, and the Reification of Totality: The Case of Popular
Circus Literature. New Literary History, 25(1), 175-205. doi:10.2307/469447
In the article, Carmeli focuses on how circus literature has been documented throughout
history and gives the reader information in ways to keep this form of literature alive. She
discusses how circus phenomena has developed and changed over generations and that audiences
are constantly looking for something new. However, people do not necessarily know what they
want because often times they do not know what has preceded what they desire. Carmeli deals
with the ideas that people looking to learn about circus are not digging deep enough and that they
are only finding the traces left behind. She is trying to give people somewhere to begin in which
telling and retelling, constantly tracing the circus back to its roots will keep it alive.
Tait, Peta. Circus Bodies : Cultural Identity in Aerial Performance. Abingdon, Oxon:
Taylor and Francis, 2005. Accessed September 19, 2017. ProQuest Ebook Central.
In Taits chapter on Risk, Danger, and other Paradoxes in circus and in Circus Oz
Parody, she discusses the ways in which circus audiences perceive risk. She also uses the ideas
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of risk that is linked with social identities and that in contemporary circus, there is less of the
effect of the spectacular stuntsman getting shot out of a cannon but rather a lone female aerialist,
performing center stage an ethereal, strong aerial piece. Tait further develops her ideas on how
circus identities are directly linked to societal implications and opinions that create parallels
between humanic society and circus ideologies.
Bouissacs main focus in his book is discussing what it means to actually go to the circus.
Through his book he unveils the various layers of the circus, beginning with the audience
stepping through the doorway to enter the circus to the symbolic usage of tricks passed down
through the many generations of circus. Semiotics in the circus are interwoven and prominently
used to interpret the paralleling of the circus and human societies.
Albrecht, E. (2006). The Contemporary Circus : Art of the Spectacular. Lanham: Scarecrow
Press.
Albrecht discusses ideas of all the moving parts of the circus working together. There are
many different facets of a circus which is why people keep coming back. There is a focus on the
collaboration and with the group and individual that keeps the circus moving forward creatively.
The artistry amongst individuals in collaboration with a group will lead to a sustainable future
for the circus. He also believes that circus schools will remain as long as artists continue to
enliven their creative minds.
Leroux, Louis. "Contemporary Circus Research in Quebec: Building and Negotiating and
emerging Interdisciplinary Field." Theatre Research in Canada / Recherches thtrales au
Canada [Online], 35.2 (2014): n. pag. Web. 2 Oct. 2017
Leroux draws on the main ideas of why the circus field is so under researched. He uses circus in
Quebec as a to explain how it has grown and developed as a performance art. One of the main
groups working to build up circus research is the Montreal Working Group. Leroux talks about
how they have gathered information in regards to aesthetic, economics, ethics of Cirque du Soleil
and how it is reinventing circus but still remaining grounded in circus history. He also says that
circus requires an interdisciplinary type of research and fields such as the aesthetic, dramaturgy,
creative process, politics, training, pedagogy, ethics, social implications.
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Maglio, J. and McKinstry, C. (2008), Occupational therapy and circus: Potential partners
in enhancing the health and well-being of today's youth. Australian Occupational Therapy
Journal, 55: 287290. doi:10.1111/j.1440-1630.2007.00713.x
Maglio and McKinstry discuss the benefits of using circus arts and skills partnered with
occupational therapy to enhance the development of primary and secondary school students. The
authors main focus is to promote the effectiveness of using circus arts as a tool for development
in collaboration, self-awareness, creativity, education, and social development.
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Works Cited
Hurelly , Ryan. Reframing the Relationship: Community, Arts, and Engagement. ARTS
Blog, Americans for the Arts, 29 June 2015.
Jsang, Audun, and Lo Presti Ste phane. Analysing the Relationship between Risk and
Trust.
National Guild For Community Arts Education. National Guild - Home - National
Guild for Community Arts Education,.
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