Throughout literature, we observe that the forms of education are constantly evolving. Teachers seek ways, methods, and approaches that contribute to all children reaching their potential.
The flexibility of the curriculum allows us to modify teaching and move away from traditional teaching approaches. Knowledge is closely tied to critical thinking, which cannot be achieved without creativity. This is one of the main criticisms of traditional education that we seek to avoid today. Besides fostering creativity in the classroom, physical movement is also essential for children. Movement helps relax the mind and reduce external pressures. Combining creativity through movement can be imparted to students via circus activities. These activities create new connections, which must be supported by critical thinking, practical skills, and discipline for success. They enable the development of self-confidence, exploration of boundaries, and shape children as individuals. Most importantly, they include all children and enhance their mutual cooperation. For these reasons, I decided to incorporate circus activities into the curriculum for students in the second cycle of primary education.
In the theoretical part, I focus on concepts such as social inclusion and cooperation, circus pedagogy, social, emotional, and cognitive motor skills, and the holistic development of children. In the empirical part, I employed a qualitative research approach. I included one second-cycle class in my sample, where I conducted lessons in physical education, art education, computer science, and Slovenian, integrating circus activities into each. Data were collected through oral self-reflections of the students after the lessons, their mood journals, observations by an external observer (the class teacher), and my observations and notes as the researcher. The aim of the research was to gain new insights into the inclusion of circus activities in the curriculum and to explore the advantages and challenges of this approach.
The research revealed that circus activities can be integrated into various subjects, thereby promoting interdisciplinary connections. Through active guidance, we can provide students with active learning opportunities where they explore props through free activities and create positive physical experiences. Circus activities also facilitate the development of social bonds and build trust within the classroom. They encourage mutual support, thereby motivating students. Students also highlighted goal-setting and learning what interests them as positive aspects of circus skills. These activities enable fun learning through play, encompassing a broad range of educational objectives. Additionally, circus activities serve as a tool for improving attention and building identity, perseverance, and self-confidence.
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