Profession circus arts teacher
Circus arts teachers instruct students in a recreational context in the various circus techniques and acts such as trapeze acts, juggling, mime, acrobatics, hooping, tightrope walking, object manipulation, unicycling tricks, etc. They provide students with a notion of circus history and repertoire, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different circus techniques, styles and acts and encourage them to develop their own style. They cast, direct and produce circus performances, and coordinate the technical production and possible set, props and costume usage on stage.
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- Social / Artistic
- Social / Investigative
- Movement techniques
The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
- Circus aesthetics
The way the circus concepts and traditions have evolved through time and their artistic meaning.
- Teamwork principles
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
- Acting and directing techniques
Range of training and rehearsal techniches that seek to encourage emotionally expressive performances. Techniques to address all aspects in making a film, play, performance in general.
- Circus vocabulary
The specific terminology related to the circus activities.
- Circus dramaturgy
Understand how a circus show is composed.
- Check the production schedule
Check the daily and long term schedules for rehearsal, training sessions, performances, season, tour, etc. Check the project timeline to be aware of the expectations of time dedication, paying special attention to calls for training sessions, rehearsals, costume fittings, makeup, hair and props, trips, holidays, set-up time, warm-up or stretching period during the day planning, rehearsal time, break times, time and duration of performances, tear-down/strike time, etc. More over this skill is related to transversal skills like:Process information, attend to detail, Meet commitments, work efficiently.
- Perform classroom management
Maintain discipline and engage students during instruction.
- Define artistic vision
Continually develop and define a concrete artistic vision, starting from the proposal and continuing all the way through to the finished product.
- Adapt artistic plan to location
Adapt plans to other locations with respect for the artistic concept.
- Balance the project requirements with health and safety concerns
Adjust the level of effort required for the artistic production. Adapt or adjust movements and movement sequences. Set performance limits. Allow recovery periods and take other measures.
- Provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
- Work with circus group
Work together with other circus artists and management. Make sure to do your part while keeping the performance as a whole in mind.
- Observe student's progress
Follow up on students’ learning progress and assess their achievements and needs.
- Coordinate artistic production
Oversee the day-to-day coordination of production tasks so that the organisation fits within the desired artistic and business policies and in order to present productions in a uniform corporate identity to the public.
- Assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
- Select artistic materials to create artworks
Select artistic materials based on strength, colour, texture, balance, weight, size, and other characteristics that should guarantee the feasibility of the artistic creation regarding the expected shape, color, etc. - even thought the result might vary from it. Artistic materials such as paint, ink, water colours, charcoal, oil, or computer software can be used as much as garbage, living products (fruits, etc) and any kind of material depending on the creative project.
- Teach circus acts
Share knowledge and abilities with other performers teaching them important circus skills.
- Renew artistic practice
Stay up to date on artistic and aesthetic trends, ensure your professional development and diversify your artistic experiences.
- Develop a coaching style
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
- Maintain safe working conditions in performing arts
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
- Demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
- Guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
- Bring out performers’ artistic potential
Encourage performers' initiative and encourage them to observe and listen to one another. Create a context for exploration, improvisation, phrasing permutations, phrasing demonstrations, deconstruction of the material, use of tools and props.
- Adapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
- Practice circus disciplines
Have a very high level of practical and technical skills and competences of one or several chosen circus disciplines in order to enter into the professional circus field.
- Manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
- Apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
- Encourage students to acknowledge their achievements
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
- Consult students on learning content
Take students' opinions and preferences into consideration when determining learning content.
- Prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.