FEAR & BUILDING CONFIDENCE

TOPICGOMEd

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Topic: Fear, Trust & Confidence

Description: An exploration of human fears and strategies to build confidence in young people. The starting point is looking at the extreme and exciting fears that these Australian acrobats face every day on stage. From there, students look to discover connections to fears they may face in their lives. This versatile topic is an engaging way to deliver parts of the Child Protection Curriculum, approach mental health or social sciences. It can also be used in drama or physical theatre as a launch pad for creative explorations into fear, confidence and associated themes.

Area of InterestPersonal and Social Capability

Type of learningIn-Class or Online Adaptable

Year Level1-10

CostFree

Learning Objectives: • Gained an understanding of the concept of fear and be able to identify different types of fear• Explored ideas and tools that can help in reducing fear and building confidence.• To connect meaningfully with peers and role models through sharing and listening.

Learning and Teaching Approaches:This resource takes a universal design approach and encourages links between the performance, the concepts and student exploration broadly and/or specifically as directed by teachers. It is easily adaptable for year level or purpose.

• Discovery learning• Reflection• Observation• Group exploration

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CONTENTS

IntroductionTable of ContentsTeacher SupportOverviewFear IntroExercises with FearConfidence Intro & ExercisesFinal ExercisesSummary and ResourcesGOM Ed BackgroundCurriculum Links

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TEACHER SUPPORTMaterials List:

• Video playback from internet (links provided)• A space to move in• Student journal or paper

Safety Considerations:

Keep all movement explorations confined to a safe level based on your knowledge of thestudents and the guidelines of the school.

Topics from Gravity and Other Myths are Teaching Resources and should be used by teachers as a support for their own work and delivered in a controlled, safe environment. When leading in-school workshops, GOM facilitators function with safety as the highest priority.

Adaptability:

This resource can be used in several ways:

• as one full lesson• broken into several lessons or,• as the catalyst for a Term of work that includes elements such as live performance, in-school workshops or performance making.

ActivitiesDescriptions in the pages to follow

• Fear Doodle• Poster Dialogue

Watch video (full or scenes) links provided

• Class discussion - Talk about the show, the • performers and meaning (see suggested questions)

Question - How is ‘fear’ a factor for the performers in the video?

• Watch a scene again. Notice and list as many types of fear as you can that the acrobats face

• Friendly group contest format• Apply divergent thinking? What wild fears could

exist for them?

Present findings to class

• Question - If you were one of these acrobats, what would you do to overcome these fears and become confident?

• Brainstorm strategies individually, in partners or as a group

• Facilitated discussion

Watch GOM interview on fears;Artists introducing themselves and answer ques-tions on fear and confidence.

• Mindmap - Create a Mind map exploring the central theme - “Building confidence”

Written response - Journal entry on fear and confidence. Explore the links between the two.

Learning StrategiesLinks & possibilities for extension

Diagnostic tools for teacher(investigation, understanding, reflection)

Introduce Gravity & Other Myths Company

General impressions (reflection, communication, aesthetic education)

Combine Fear & Acrobats(critical thinking, synthesis)

Review & extend(observation, identification, elaboration, lateral & divergent thinking, creativity)

Low-stakes presentation(speaking, confidence, leadership)

Brainstorming(group communication, problem-solving)

Relating and connecting

Developing personal strategies(idea generation, reflection, wellness)

Developing personal strategies(writing, synthesis, idea generation, reflection, wellness)

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TOPIC OVERVIEW

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FOR STUDENTS

SIR ISAAC NEWTON

What is Fear?

We are all afraid of something. For some it’s spiders, injuries or heights for others it is the dark, new situations or judgement from of others. There are as many fears as there are people.

It is perfectly natural to be afraid. Fear has a very important human function. Fear tells us to be care-ful around fire or the edge of a cliff? Fear tells the acrobats from Gravity & Other Myths to be careful when performing dangerous, flipping stunts over a hard stage.

OK, so fear is natural, but we don’t want to go through our life being afraid of everything. That is stressful. A little bit of stress is OK. It makes us stronger and more resilient the same way lifting weights makes a muscle stronger. But, too much stress over time can turn into distress and be harmful to our health and our communities. I guess we want to be a little scared, sometimes, but not too scared, too often.

A definition of fear

“the bad feeling that you have when you are in danger or when a particular thing frightens you”

(Oxford Advanced Learner’s Dictionary)

Acrobats perform“Backbone” Photo by Rob Maccoll

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FOR STUDENTSFOR STUDENTSFear exploration (General)

EXERCISE: Fear Doodle

1. Get 3 sticky notes. 2. Draw a doodle on each one that represents one of your fears. The fear can be small or large. Do it

any way you like.3. Stick your doodles up on the wall together.4. Share, observe and discuss with your class in one of the ways below with the guidance of your

teacher.

Facilitation Options:

• Student reflect and stick up their ‘fear doodles’ on one of three areas: Small Fear, Medium Fear, Large Fear. Explore what types of fears feel big and small.

• Students choose 1 doodle to share and add it to a collective picture. Share and discuss.

• Students break into small groups and are given an area to create a sticky note picture.

• What doodles belong together? Move the stickies around. Ask questions like: “What do you see in this one?” “What fear could this be?” Play with the arrangement. Order and reorder. Groups could finish by sharing the essence of the sticky note picture to the class or conclude in the small group.

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FOR STUDENTSEXERCISE: Poster Dialogue

1. At the start of class invite students to answer the open questions written on the chart papers spread throughout the class. If someone else wrote something you were going to write, then as a tick beside it.

2. The goal is to fill the pages with words, sentences and simple diagrams.3. Keep moving around the space adding to the different posters.4. The teacher can then lead a dialogue and explore the findings on the poster with the students.

A few helpful questions:

• What are the main ideas on this page?• What links do we see?• What is missing? Anything that should be added?

Suggested open questions for the top of the poster:• What are people afraid of?• The scariest things I know are…• Why fear?• Confidence is…• How do you get confidence?

Based on Katie Dawson’s work on Drama-Based Instruction

Acrobats Perform A Simple Space - Photo by Chris Herzfeld

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Acrobats and performers have to deal with lots of different fears, so they make great subjects to study.

Introducing Gravity and Other Myths

Gravity & Other Myths (GOM) is an internationally renowned circus company pushing the boundaries of contemporary circus. Formed in Adelaide, Australia in 2009, GOM has rocketed to success with performance work that both amazes and connects to audiences all over the world.

GOM’s uses an honest approach to performance, to create shows with a focus on human connection and acrobatic virtuosity.

They have performed to over 500,000 people in 37 countries. They have three main shows:

A Simple Space | Backbone |Out Of Chaos

We are going to watch Backbone (a scene or full show).

Let’s have a look and see what we can learn. We will have a discussion about the show after.

EXERCISE: Show Exploration

1. Noticing - Before we discuss, please take 5 mins and write down 3-5 interesting things that you noticed in the performance.

2. Sharing - Let’s share some of our observations with the class. If someone brings up an observation that you have, feel free to add onto it when they finish.

Questions a. What was the show about? b. What themes did you notice? c. What is the link to ‘Backbone’ that you can make? d. Is there a story? e. What characters can you identify? (Group, props or other elements as characters?) f. What is the setting? (Indoors or outdoors?) g. What are all the theatre elements that came together to make that show? h. In what ways can we talk about performance after we have watched it? (Prompts - Seeing, Feeling, Thinking, Linking)

Acrobats perform“Backbone” Photo by Mark Robson

FOR STUDENTS

Watch GOM Acrobats perform ascene from “Backbone” [link]

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Please enquire for full show

EXERCISE: Fear finding

Question - How is ‘fear’ a factor for the performers in the video? What are some general ideas?

Review this scene.

Notice and list as many types of fear as you can that the acrobats might face.

List Physical Fears:

List mental fears:

List emotional fears:

Possible exploration of these areas;

What fictitious interpersonal scenarios could be going on that would create fears, small or large?What about during creating the show?What about before the show?During the show?After the show?What do these acrobats need to overcome these fear and perform the shows day after day?

FOR STUDENTS

Watch GOM Acrobats perform ascene from “Backbone” [link]

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Acrobats perform“Backbone” Photo by Mark Robson

What is Confidence?

Confidence is an important part of basic human health. It allows up to share ideas, cooperate with others and try new things.

The Oxford Advanced Learner’s Dictionary defines confidence in a few ways;

Belief in othersthe feeling that you can trust, believe in and be sure about the abilities or good qualities of somebody/something

Belief in selfa belief in your own ability to do things and be successful

Feeling certainthe feeling that you are certain about something

Confidencea feeling of trust that somebody will keep information private

EXERCISE: Confidence Creation

Question –If you were one the acrobats in the show, what would you do to overcome these fears and become confident? Use the ideas from the definition.

Example: What would you need to be certain of?

Brainstorm strategies individually, in partners or as a group.

Shape and present your main findings back to the class.

FOR STUDENTS

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EXERCISE: Gravity and Other Myths Artists Talk to the Class (Video)

The GOM artists have undertaken a similar exploration on fear. They have recorded their answers for us. Let’s see what the GOM Artists have to say…

FINAL EXERCISES:

Mindmap

Create a Mind map exploring the central theme –“Building confidence”. Map tools and ideas that can help strengthen confidence.

Here is an example of a mind map;

Written Response

Write a journal entry on fear and confidence. Put 10-15 minutes on the clock and use free writing to explore the links between the two concepts. Use anything that has come up in-class or from the GOM videos or performance.

Just fill the pages and explore.

FOR STUDENTS

Watch GOM Acrobats InterviewAbout Fear [link]

Fear and confidence is a natural part of life. It is not easy for everyone to keep these in balance all of the time. When things get out of balance due to life circumstance or other health reasons, we often need support.

Here are some excellent resources that have helped support and strengthen many people in Australia.

Resources

Beyond Blue

Beyond Blue provides information and support to help everyone in Australia achieve their best possible mental health, whatever their age and wherever they live.

3 Community factors to build Resilience• Improve positive interactions with peers• Improve positive relationships within educational settings• Increase opportunities for healthy risk-taking

Building Resilience in Children Ages 0-12 https://resources.beyondblue.org.au/prism/file?token=BL/1810_A

Young People Ages 12-25https://www.youthbeyondblue.com/

SUMMARY

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GOM Ed BackgroundGOM Ed has worked with educators and schools to design units that powerfully connect stu-dents to learning and support teachers. For over 10 years, Gravity and Other Myths members have taught circus, physical theatre and movement skills to young people with a focus on the underlying, universal learning. Through partnership with Dan Aubin from Daring Humans the GOM Ed project is being developed in alignment with GOM’s Vision and values.

The aim is to share the collective experience of performing for over 500,000 people in 37 countries and find the transferable lessons and links that can be found and studied in the story of this unique company.

With connection and engagement at its core, GOM’s work transcends cultural and socio-economic barriers providing fertile ground to create accessible learning resources that work across curriculum and inspire and engage students with their education.

The circus community is built on curiosity, trust, communication, equality, mental wellbeing and physical health. GOM artists are role-models and advocates for these values. They lead with the vision that these ideas can become commonplace in everyday life.

These programs are building on a strong vocabulary around the links between circus arts and universal education/personal growth.

GOM Ed is a way for this company to support and empower teachers and schools in the important and challenging work they do to engage students hearts and minds day after day.

Gravity & Other Myths teaches an acrobatics workshop

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Curriculum links:

“In the Australian Curriculum, students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively.”

This aligns with the values and creative ethos of the GOM Company.

Personal and Social Capability

Principally this resource encourages learning in personal and social capability. It is designed to work across curriculum.

The content is easily transferable to creative Drama and Theatre-based work.

Identified below are some of the most obvious links.

Acrobats perform Out Of Chaos... - Photo by Andy Phillipson

• Health and Physical Education• Drama• Child Protection Curriculum

Health and Physical Education

Years 5 and 6

Examine the influence of emotional responses on behaviour and relationships (ACPPS056)

Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

Years 7 and 8

Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)

Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)

Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (ACPPS075)

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Years 9 and 10

Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)

Keeping Safe - Child Protection Curriculum

Years 6 to 9

This Resource is an excellent way to approach the observation, evaluation and exploration of these aspects of the KS-CPC:

• Power in relationships• Trust in relationships• Communication in relationships

The exploration of fear and confidence through performance and movement brings up concepts of risk, trust, support, awareness, consent and healthy choices. Looking at these concepts through the lens of the acrobat allows the ‘One Step Removed Technique’.

The activities in this resource are meant as an engaging support for other work on the KS-CPC guided by the teacher and school.

Drama

Year 5 to 6

Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts (ACADRR038)

Years 7 to 8

Analyse how the elements of drama have been combined in devised and scripted drama to conveydifferent forms, performance styles and dramatic meaning (ACADRR046)

Identify and connect specific features and purposes of drama from contemporary and past timesto explore viewpoints and enrich their drama making, starting with drama in Australia. (ACADRR046)

Years 9 to 10

Evaluate how the elements of drama, forms and performance styles in devised and scripted dramaconvey meaning and aesthetic effect (ACADRR053)

Analyse a range of drama from contemporary and past times to explore differing viewpoints andenrich their drama making, starting with drama from… (ACADRR053)

**Please note: The content including Drama of Aboriginal and Torres Strait Islander Peoples, is not covered by in this per-formance and materials and thus, has respectfully been omitted from the above descriptions. See web links for more details.

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