The beginning of this period has been marked by an artistic and social revolution among both students and teachers. Some teachers, inspired by an anti-establishment ideal, have called into question the focus set on physical performance induced by the omnipresence of sports in physical education classes in school settings, and have sought to legitimate the activities that can turn the body into an expressive and sensitive instrument. They will be pioneering the introduction of artistic physical activities in sports education, on the basis of self-training or through their personal investment in artistic activities. Although in the first instance, the introduction process of Circus Arts at school remains overshadowed by other disciplines such as dance, by the end of the 20th century, they are part of the same dynamics, driven by the recognition of modern circus outside the framework of the educational institution. However, the underlying educational challenges in teaching artistic and physical activities and the approach that underpins them both seem to be quite tricky in the eyes of part of the Profession that turns away from these activities or changes their artistic purposes to give it a more acceptable sportive image that most people can connect with better. But finally, we can wonder if Circus Arts and Original dance would really have something to gain from their introduction into the official school syllabus?