Girls need to take risks.

Girls need to be safe.

Put these two things together and we get…

A Circus Program for School Students.

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The most effective learners are those who take safe risks. This is exactly what circus teaches.  As educators, circus performers understand the demands of high-flying, self-control and risk assessment. All these principles begin at the most basic level with kids. When they undertake a new task, even as simple as a backward roll, they can learn: 

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• How inform themselves about risk, and act accordingly 

• How to take appropriate precautions to negotiate hazards 

• How to emerge safely

• Connection to their body and body autonomy

• Growth mindset

• Emotional self-awareness

 

To learn the skills of circus is to learn the 3 Cs - caution, co-ordination and co-operation. And it’s the cautious, co-ordinated, co-operative kids of today who will be the successful, self-managing, savvy adults of tomorrow.

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Whose program?

The ‘Go Ahead and Jump’ program is designed and lead by Hannah Cryle - Circus Educator, Performer and Artistic Director

Hannah has:

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• A Bachelor’s Degree in Circus Arts from The National Institute of Circus Arts.

• A blue card and 18 years of experience in working with young people.

• Devised, performed and toured shows for young people and families all over Australia and internationally.

• Worked as a key creative consultant and performer for Circus Oz in their dedicated schools performances troupe. 

 

Who’s it for?

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• Girls in grades seven and eight.

• Girls who are at risk of becoming disconnected from their school community.

• Girls who are under confident. 

 

What’s in the Program?

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• A series of circus workshops completed with the same group of students. 

• One professional performance delivered as an incursion or excursion for all students in grades seven and eight. 

• One student production devised and performed by workshop participants. 

 

Who funds it?

A range of funding sources including but not limited to:

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•  Local council community development funds.

• Students pay a small participation fee.

• External funding support through grant programs. 

 

What difference can it make?

“Time and time again children tell me about heroic circus achievements by their friends and peers, and this potential for a child to experience such a radical reassessment of his/her status should not be overlooked by educators.” - Dr Reg Bolton

 

“I learnt that we had to watch each other's eyes closely, that we had to be conscious of our dependence on each other. That we were a formation of intricate links, minds and bodies. That we had to work together for each other and for ourselves. I learnt that I was very brave.” - Melbourne Women’s Circus Participant. 

 

“It helped me get more confident in front of people and I had fun playing around”  - Auston (year 6)

 

“The Hannah Cryle project was fun.  It helped us all come out of our shy shells and it helped us with our circus tricks.  IT WAS SO MUCH FUN.” - Hannah R (year 7)

 

“Hannah was PERFECT. She pitched it perfectly for what we wanted: funny, sassy, clever, take no prisoners, interactive, impressive tricks - she was the box and dice. We had excellent feedback from other parents and were thrilled that the 70 kids (including all those boys) were literally jumping out of their seats to get to the equipment - it was because Hannah got them excited and inspired.” - Amanda (Mother of 13yr old Sophie)

 

How do I find out more?

Contact us!

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