nullTnullUND null
GLOnullALnullASSRnullnull
nullfe nullessons on the Flnull
nullds learn more than acrobatics and nullggling at the nullip nullap circus school in Cape Town, south nullfrica.
nully nullnulllISSa nullRInull lnullnull
PnullnullTnull nullnullRTnully nullIP nullP Snullnulll nullnullnullRnullUS aRTS
I
n darkness, the audience waits for the ing. Formal classes are rare; the more experi- to keep the organization alive. They have long
show to begin. A dim blue light shines on enced trainees double as coaches for new kids days and demanding schedules.
Luyolo Magayane, an 11-year-old acrobat and for each other. Interns from foreign countries may find
also known as Flic. A voice-over says, “Once “Instead of us asking them to fit into our it difficult to help performers meet these
upon a time, in a far corner of our round system, we are adapting to their needs,” says demands without any kind of structure. It’s
earth, a group of kids were powerfully drawn co-founder Laurence Esteve in a promotional impossible to stop thinking and allow routine
together. Although these children came from DVD recently filmed at Zip Zap. She explains to take over, because there isn’t any. Self-
different backgrounds and cultures, they had her full circle concept. “The child arrives and motivation is an important part of life at Zip
many things in common.” he just comes to play. There is no commitment, Zap for everyone from new participants to
This was the opening of a show held last from him, from the family, from us. The child professional artists to visiting foreign interns.
year to celebrate one of South Africa’s most stays and wants to learn more about circus. So, In my experience, the openness led to a var-
unconventional educational institutions. Since we teach a little bit more circus skills, and then iety of opportunities. I did a bit of everything:
1992, the Zip Zap School of Circus Arts has he’s going to join the performing group. Out learned, taught, performed and helped out
served as a playground and classroom for the of the performing group grows a group that backstage.
youth of Cape Town. Its philosophy is that we call young adult. They want to stay in that At the school, which is free of charge, you
education doesn’t have to be about books and environment and work within that environ- get to work with kids from very diverse back-
pencils: kids can learn many things in a pro- ment, so they are going to have to learn more grounds. Flic travels half an hour by taxi from
gressive institution without imposed structure. skills. But at the same time they’re learning, the township of Khayelitsha, where many
After finishing my studies at L’École de they’re starting to teach the younger ones.” residents live in shanties without electricity or
Cirque de Québec, I applied for an internship Most kids who are willing to spend week- running water. Saskia, the 11-year-old daugh-
with Zip Zap, knowing it would be a less ends and school holidays practising circus ter of the founders lives in Hout Bay, a coastal
structured setting. Still, my stomach turned a skills end up with a place in one of Zip Zap’s suburb of Cape Town that houses some of the
little when, after my first warm-up at Zip Zap, acts. Some will tumble over a vault in a mini- richest inhabitants of the city.
the leader said “Okay, go play!” and off the trampoline act, while others end up flying In exchange for their commitment, Zip
children went, in every direction, onto all sorts on a cloud swing three metres in the air. Zip Zap tries to help the kids in any way it can. It
of equipment, without the strict supervision to Zap depends on performance contracts for its offers train or taxi fares to those who cannot
which I was accustomed. income, so, unlike North American circus pro- afford to get to town. For others, it pays liv-
At Zip Zap, kids learn circus skills through grammes where performing is a privilege, Zip ing expenses or offers rooms in a subsidized
play, a medium as natural to them as breath- Zappers are often required to perform in order safe house.
40 : verge winter 2010
v.null i.2
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52