Abstract

This qualitative-interpretative research presents the experiences and observations of thirteen circus artists around the concept of professional sustainability, as they have come to understand it in their careers. All thirteen had worked with me as their teacher in circus discipline classes during their post-secondary education at the École nationale de cirque (ENC). They graduated from the school’s three-year professionalizing program between the years of 2011 and 2021. In semi-directed interviews, they spoke of their personal understandings of sustainability following years of professional experiences. They related their experiences of autonomy support within the learning environment we shared in classes. The observations and memories of these circus artists, taken in dialogue with my reflexive analysis of own teaching behaviors, demonstrate an alignment between balanced career longevity and self-determination theory (Ryan & Deci, 2000). The professionalizing education of circus artists today as performers, creators and athletes demands preparation not only for immediate employment, but also for long-term health and artistic growth. Circus artists creatively adapt to employment instability, variable working demands-conditions, injury and repetition. Autonomy-supportive physical and creative learning environments within a high-performance professionalizing circus education can facilitate the development of intrinsic motivation, which will allow them to persist in a career in circus arts.
Keywords: Circus education, autonomy support, career sustainability, Québec circus, performing arts pedagogy