UE
Upper Elementary | Performance Guide
The National
Circus and
Acrobats of
The People’s
Republic of China
Photo Credit: National Circus and Acrobats of the People’s Republic of China
The acrobatic tradition in China originated nearly 3,000 years ago and
continues to thrive. The art form moved from popular street art to the
stage in the 17th century and was finally introduced to the West more
than a hundred years ago. The tradition includes physical feats such
as balancing, using apparatus and tools such as hoops and plates,
dance and martial arts. Founded in 1958, The National Circus is
dedicated to innovation and excellence in the circus and acrobatic arts
and creates performances with distinctive Chinese national style and
characteristics. The Company is an important cultural ambassador and
has performed around the world.
Ideas for Curriculum Connections
CCSS: RL.3.2, 3, 6 and 9; RL.4.2, 3, 5, 7 and 9;
RL.5. 2, 3, 5 and 7; W.3.3 and 8; W.4.8 and 9;
W.5.8 and 9; SL.2, 3 and 4; SL.5.1c and d and 4;
L.3.3; L.4.6; L.5.3 and 6. Fine Arts Standards in
Dance: R.7.3-4.2; R.8.3-4.1; R.9.3-4.1; CN.11.34.1; R.7.5-8.1; R.7.5-8.2; CN.11.5-8.1.
Photo Credit: National Circus and Acrobats of the People’s Republic of China
The Performance
Peking (today known as Beijing), the capital of the People’s Republic
of China, is a famous historical and cultural city with a wealth of
precious Chinese cultural heritage including the Great Wall and the
Forbidden City. Peking Dreams, presented by the National Circus and
Acrobats of the People’s Republic of China, incorporates elements of
acrobatics, Chinese circus and Peking Opera. It was originally
performed for the Beijing Olympic Games in 2008 and since then, has
been performed for more than 600 shows in front of more than
400,000 people. Their 2015 North American tour of Peking Dreams,
with acts such as feet juggling, grand martial arts and unicycles,
features colorful costumes, elaborate make up, set decoration, lighting
and live music to enhance the skillful movements.
specific acts starting by the age of eight. Young acrobats begin by
attending a specialized school that will train them to become the best
and strongest acrobats they can be. In the morning they attend
academic courses and all afternoon they practice gymnastics, juggling
and martial arts and the dynamics of balance, speed and timing. To
perfect their craft, the young acrobats study every day, six days a week.
The most skillful students might be selected to join the professional
group during their teenage years. To perfect their craft as circus
professional performers, these artists study gymnastics and juggling as
well as dance or yoga, and build strength by playing extreme sports
such as skateboarding, bicycling and climbing. The circus
performances are constantly changing to reflect the tastes and interest
of popular culture.
The Art Form
The Artists
Acrobatics, as an artform, has a long and respected tradition in China.
The origin of the Chinese circus is something of a debate but it is
believed the art actually started 3,000 years ago. It is assumed that the
circus evolved from the Imperial court performers, something similar
to court jesters in Medieval Europe. Whole families became involved
in the circus with skills being passed from generation to generation
and the most famous circus families are still well known. Circus
training begins as early as four years old with skill building for
The National Circus of the People’s Republic of China has been
performing in its unique style for over sixty years, producing a large
number of excellent circus and acrobatic acts with distinctive Chinese
national style and characteristics. The company has influenced
circuses the world over, including Cirque du Soleil and Ringling Bros.
and Barnum & Bailey. Since the company’s inception in 1958, more
than 200 of its artists have won gold and silver medals at national and
international competitions.
Peking Dreams / Performance Guide
Learning Activities
Analyze
Research the Circus
Prepare to see movement by thinking about
Energy – The way the body moves with
Circus arts have rich histories in both the
B. E. S. T.: Body, Energy, Space and Time.
force, weight, strength or flow.
east and the west. The first circus came to
These elements of movement are useful to
Space – Direction, pathway and destination
established a circus in Philadelphia. How
help plan what to look for and guide
in space. Levels, like low, medium and
has society had an influence on the
reflection and discussion after a
high are important for still bodies in space.
evolution of circus? What is the influence of
performance.
Focus of the performer (where the artist
circus on popular culture?
America in 1792 when John Bill Rickets
looks in space) is important.
Body – Parts of the body, like head, arms,
For a short history of circus
hands, hips, legs and feet are used to
Time – Speed and duration of movement,
in the west, check out PBS’s
create shapes and perform actions like
and also rhythm, accents and use of
History of the Circus:
stretching, bending, walking or leaping.
movement patterns.
Photo Credit: National Circus and Acrobats of the People’s Republic of China
History of Chinese Circus
Creative acrobats naturally use ordinary things around them including
instruments of labor such as tridents and wicker rings. They also used
objects commonly found in a home such as chairs, tables, plates and
bowls. Four basic acrobatic skills were practiced daily: tumbling,
flexibility, balancing in a handstand and dancing. Many signature acts
have names like Double Pole where a group of acrobats climb up and
down thin poles to execute a variety of dangerous movements. This act
requires a considerable amount of upper body and abdominal strength.
• How did ordinary objects become part of a performance?
• Why did the skills of the acrobat become popular in towns and
villages as well as an Emperor’s court?
• Which four acrobatic skills do circus artists practice on a daily basis?
• How can acrobatic skills make a person stronger and fitter?
• What common object in a classroom could be used in a new
balancing act?
Write About
• Compare and contrast Chinese acrobats and the Chinese Circus with
Martial Arts experts or X-treme Athletes.
• What art forms in Europe, America and Latin America are similar to
Chinese acrobatics?
• What do Chinese acrobats have in common with other acrobats you
have seen?
• What did you feel as you heard the music accompanying the
performance?
• Why is the art form of Chinese acrobatics important?
schools@waltonartscenter.org / www.waltonartscenter.org
Volume 13 Number 4
Colgate Classroom Series performances
help students meet Common Core
Photo Credit: National Circus and Acrobats of the People’s Republic of China
Reflect and Assess
Ask the following questions. Record the group’s answers on the board and discuss.
Standards.
Learn more at:
www.waltonartscenter.org
• Describe one Peking Dreams circus act in as much detail as possible.
• Which of the four acrobatic skills learned in basic training were emphasized in that
act (tumbling, flexibility, balancing or dancing)?
• Describe the different characters in the performance. Who were they? What were
Walton Arts Center
Learning & Engagement
Laura Goodwin, Vice President
they doing?
• Why did the acrobats wear colorful costumes?
Dr. Patricia Relph, Arts Learning Specialist
• What types of props were used in the acrobatic routines?
Sallie Zazal, Learning Coordinator
• How did movement elements of body, energy, space and time convey mood?
Meghan Foehl, Engagement Coordinator
• How did the music help build excitement during the performance?
Mallory Barker, Schools Concierge
• Think of one word to describe acrobatics.
• Can you connect your own experience with any movement in the performance?
Learn More Online
See a video of Peking Dreams:
https://www.youtube.com/watch?v=R8HHMvegWkI&feature=youtu.be
Circopedia: The Chinese Acrobatic Theater
http://www.circopedia.org/The_Chinese_Acrobatic_Theater
Walton Arts Center 2015-16 Learning
programming is generously supported by
these funders, sponsors and benefactors:
Education Sponsors:
CDI Contractors, Inc.
Colgate-Palmolive
Crayola
J.B. Hunt Transport
Murphy Consulting, Inc.
Octagon
Prairie Grove Telephone Co.
Shipley Motor Company
Tyson Foods, Inc.
Unilever
Education Grantors:
Arkansas Arts Council
Arkansas Community
Foundation
Bank of America
Peking Dreams / Performance Guide
Mary Lynn Reese
Education Benefactors:
Susan & Tom Schallhorn
Patty & Serrhel Adams
Jeff & Eileen Schomburger
Bob & Becky Alexander
Baum Charitable Foundation
Carl & Tammy Shipley
Ted & Leslie Belden
The John F. Kennedy Center
Mark & Diane Simmons
James & Rachel Blankenship
for the Performing Arts
Mechelle & Jack Sinclair
Wade Burnside & Janet Baker
Murphy Foundation
Barbara Taylor
Chip & Susan Chambers
Roy & Christine Sturgis
Kirk Thompson
Marybeth Cornwell & Rick Hays
Charitable Trust
Jerry & Brenda Walton
Nick & Carolyn Cole
Walmart Foundation
Jim & Lynne Walton
Jon & Joanie Dyer
The Walton Family
Dr. & Mrs. John B. Weiss
Fred & Barbara Frye
Foundation
Buddy & Linda Wray
Phoebe Goodwin
Murray & Judy Harris
Education Partners:
Rick & Marybeth Hayes
Crystal Bridges Museum of
Arkansas Arts Council is an
Malcolm & Ellen Hayward
American Art
agency of the Department of
Rich & Kristin Kley
Northwest Arkansas Education
Arkansas Heritage and the
Greg & Hannah Lee
Service Cooperative
National Endowment for the Arts
Peter K. Leer & Family
Center for Children & Youth
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