Cirkus

Time:	Time: Tuesday, the 25^th of November 9.00 - 3.30 Wednesday, the 26^th of November 9.00 - 3.30 Thursday, the 27^th of November 9.00 - 3.30 Friday, the 28^th of November 9.00 - 3.30
Place:	Amtcenter for Education, Viborg County, Kastanievaenget 5, DK-7800, Skive.
Description:	The course is a continuous course over 4 days. Focus point is a concrete topic and it describes through practical working situations the Storyline - the fundamental philosophy of the method, its central pedagogical elements and its possibilities within both the academic and the cross-curricular teaching. It gives you the possibility to include the Storyline-Method in your own teaching after the course and to prepare your own storyline topics. The course will have the following headlines: - The Storyline-Method in use exemplified with a concrete Storyline topic. - Design of own storyline topic. - Storyline-Method as a focus point for cross-curricular topics and formulation of problems. - Storyline-Method as a student based process of learning. - Storyline networking in the County of Viborg.
Instructors:	Educational Consultant Steve Bell, Storyline Scotland, Glasgow Pedagogical Consultant Finn W. Mosegaard, Amtcentret in the county of Viborg.

Circus - Topic Outline
Storyline	Keyquestions and activities
1. Acts	What acts do you think would make an exciting CIRCUS? a. Pupils brainstorm acts in groups and teacher lists their suggestions - acrobats, clowns etc. Names of groups are listed and categorised ( animal / funny / exciting etc.) A CIRCUS WORDBANK is started which will continue throughout topic. b. Children choose kind of act to illustrate ( singly, in pairs or small groups using drawing, painting or collage). c. Captions for the illustrations are prepared giving the name and a simple description of the act. What should we call our Circus? d. The acts are displayed and presented by their creators. e. The class brainstorming a suitably attractive name for their circus.
2. Performers	a. What performers do you think we should have in our Circus? b. Where do you think they will live? Design a circus caravan. Show the outside of the caravan and the inside Outside Inside (Click on the picture to increase the size)
3. Programme	What would be the most effective sequence for the acts to make the most exciting programme? a. The best sequence is discussed to create the most enjoyable show. Caption cards are used to arrange the agreed programme. What do you think should be on the cover of the programme? b. Children design programme cover and list acts in chosen sequence.
4. Publicity	In how many different ways can we inform people about our Circus Performances? a. Discuss and list all the different ways of letting people know about the new circus - posters, handbills, radio, TV etc.) b. With the teachers help pupil groups produce posters, handbills, a radio commercial etc.
5. The big top	How do you think the Big Top would look? a. Discuss and list requirements for audience and for performers. What would be needed inside it? b. Groups make up box models or frieze picture showing both the inside and outside ( an X-ray picture).
6. Tickets and prices	What information do you think should be on a ticket and how much should it cost? a. Following model making a sample seating plan is built up. Pupils discuss how to book seats, the cost of tickets. They also discuss times and performances. b. Groups design tickets, produce "timetable" of performances, and make up box-office. c. Items made in a and b are used in simple role play of ticket buying
7. The ringmaster	What do you think is the role of the ringmaster? a. Discuss duties of ringmaster and compile list. b. Make large figure of character in suitable costume. He can also be shown in his everyday clothes. c. Give ringmaster a name and invent his biography. How do you think he would announce the acts? d. Announcements – work out introductions for the acts in the programme – Tape record.
8. The performance	How do you think we should present our Circus performance? a. Discuss possibilites: Could children work out their own version using role play ( including animals / mime and movement?) b. Simple costumes / props could be improvised. Otherwise let children imagine they are attending a real performance ( this will be much supported by all the work carried out in the previous units.) Children make up picture stories about the performance.
9. Incidents	What kinds of incidents do you think would make happy and/or sad events in our Circus? a. Suggested incidents are listed by the teachers - accidents, fire, escaped animals etc. These can then be the focus for storywriting, newspaper reporting, TV interviewing, role-playing, picture making, problem solving etc. The teacher makes professional decisions about the type and variety of skill practice in which the learners will engage.
10. Further developments	In what ways can we improve our Circus? a. New acts - change of programme b. On tour – How to transport the circus to another town?
11. The visit.	What have we learned and what questions would we like to ask? How does our Circus compare with a real one? a. Pupils review their topic study and design. b. Pupils are taken to visit a Circus. c. A Circus performer is invited to the classroom to answer our questions.

Storyline description with pictures from the course.......
The storyline Method