Since 1996 Slippry Sirkus has worked with over a thousand participants and formed an associate team of skilled artists and community workers to deliver arts strategies to effect social outcomes in over fifty communities and forged links to Jawoyn, Anangu, Pitjantjara, Nyoongar, Gamilaroi, Biripi, Dunghutti, Thunghutti, Gumbayngirr, Yaegel, Bunjulung, Waradjeri, Warrumunga, Wongi and Kalkadoon communities.
Slippry Sirkus has delivered arts workshops and programs in twenty eight communities in outback Queensland and into the following communities : NSW- Walgett, Mungindi, Boggabilla, Tamworth, Gunnedah, Narrabri, Inverell, Port Macquarie, Bowraville, Nambucca Heads, Grafton, Casino, Tabulum, Grafton, Nimbin, Coffs Harbour, Kempsey, Wauchope, Newcastle, Bathurst, Taree, Griffith and Dubbo, Narromine, Trangi, Gilgandra, Cowra, Bourke: W.A - Kalgoorlie;, N.T –Mutitjulu ,Kaltukatjara, Tennant Creek & Beswick .
Initiated and established a ‘Circus as a Sports’ program in Wauchope High School,(this program is now delivered autonomously) and delivered several arts and leadership camps for young people, elders and youth workers from project communities.
In 2010 an outreach program in Cambodia in collaboration with Khmer organizations commenced to provide skills development and support through the arts.
Slippry Sirkus offers strategies, programs and projects to communities and organisations plus mentoring & training to emerging artists, community workers, service providers & youth services; providing opportunities to work at a grass root level alongside Slippry Sirkus in a skill exchange that provides practical ‘hands on’ experience in community cultural development and arts engagement practise
‘Research shows that learning for young people is fostered through interest driven engagement in projects and activities that matter to the young people, and that these learning environments effectively stimulate the acquisition and development of language and multimodal literacy, organisational learning and social enterprise. The young people’s participation has resulted in important social outcomes, a positive sense of identity, the development of and transition to mature roles and responsibilities, an increased sense of confidence in engagement with the outside world and an enhanced quality of life.’ Lifespan learning and Literacy for Young Adults in Remote Indigenous Communities- Inge Kral & R.G (Jerry) Schwab A.N.U 2009