Sparrow Singers

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Online Booking Form

I created an online booking form using MS forms so that parents and carers could book their child's space.

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Communicating Key Details

I contacted parents prior to the performance camp according to their preferred medium.

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The Final Performance

The final performance was a big success and I recorded it and uploaded it to youtube!

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Booklets & Programmes

I crafted colourful and engaging singing booklets and programmes to use in the performance sessions.

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Payment & Information

I used Microsoft excel to collect and store emergency contact details about the children & payment confirmation.

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Social Media Advertising

I used Canva to create a social media post and advertised the performance camp on Facebook.

In reponse to community interest, I decided to create, advertise and deliver a performance camp for children, during the half-term holiday for those aged between 6 and 14 years of age. The performance camp aimed not only to develop artistic skills but also to infuse the spirit of Halloween into a three-day adventure. As a result, participants were immersed in a vibrant environment, where they explored their creativity, forged new friendships, and honed their performing arts abilities.

Performance Camp

Spooky

References

BRICE HEATH, S. (1994) What no bedtime story means: narrative skills at home and school. In: MAYBIN, J, ed. Language and literacy in social practice. Clevedon: Multilingual Matters Ltd., pp.73 - 95. IVANIC, ET AL. (2009) Improving learning in college: rethinking literacies across the curriculum. London, Routledge. MACE, J. (2005) Events, practices and values. In: FOWLER, E. and MACE, J., eds. Outside the classroom: researching literacy with adult learners. Leicester: NIACE, pp. 1 - 23. NEW LONDON GROUP. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. STREET, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography, and education.

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In the delivery of the Spooky Performance Camp, my literacy practice was multifaceted and played a pivotal role in creating an inclusive and engaging learning environment for participants. Adopting a sociocultural perspective on literacy, I sought to understand and leverage the diverse literacies that participants & parents brought to the camp, recognising literacy as a social practice embedded in cultural contexts.One aspect of my literacy practice was evident in the creation of singing booklets and show programs. Drawing on the works of Heath (1994) and her exploration of narrative skills in different contexts, I aimed to develop materials that not only conveyed information but also fostered a sense of storytelling and creativity. The integration of text and visuals in these materials aimed to cater to various literacy levels among participants, aligning with the sociocultural view that literacy is situated and socially constructed.Furthermore, my communication with parents reflected an understanding of diverse literacy preferences. Employing formal emails for detailed updates and informal messenger messages and text messages for quick communication resonates with the notion that literacy practices are context-dependent and shaped by social interactions (Street, 1995). The use of varied communication channels allowed parents to engage through their preferred modes, enhancing the effectiveness of our communication.In the incorporation of literacy in the final performance, I embraced a holistic approach. The use of written scripts, lyrics, and visual elements acknowledged the diverse literacy skills of the participants. This aligns with the concept of multiliteracies (New London Group, 1996), recognising that literacy extends beyond traditional reading and writing to encompass various modes of communication, including visual and performative literacies.Upon reflecting on my literacy practices during the Spooky Performance Camp, I acknowledge the potential for refinement. Integrating explicit components from scholarly research, particularly Mace's (2005) exploration of events, practices, and values in literacy research, holds the promise of enhancing our comprehension of how literacy intricately intertwines with distinct sociocultural contexts. This strategic incorporation could elevate the depth of our literacy understanding within the program. Summing up, my approach to literacy in orchestrating the Spooky Performance Camp not only showcased an understanding of literacy as a social practice but also proved successful in creating an inclusive and lively learning atmosphere. Rooted in insights from pertinent literature, I aimed to foster a celebration of diverse literacies, seamlessly integrating music, movement, and acting. This approach acknowledged and capitalised on the varied ways participants engaged with and enriched literacy practices throughout the camp.

Evaluation

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Utilising the design platform Canva, I crafted a visually appealing and engaging social media post to promote the Performance Camp. After finalising the post, I uploaded it to our Facebook page, targeting a wide audience, particularly parents and carers interested in enrolling their children in the camp. The post showcased the camp's dates, timings, and venue, accompanied by visuals to generate interest.Parents and carers began reaching out through Messenger. What stood out was the diversity in communication styles — some individuals utilised more formal language, while others opted for a more casual approach. The variety in language proficiency was evident, with some messages containing minor mistakes, showcasing the diverse backgrounds of those interested in the camp.

https://www.facebook.com/sparrowsingersmonmouth

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Our performance!

In our final performance, we seamlessly integrated literacy into the entire production. The lyrics of our songs were carefully crafted to be engaging and meaningful, while the program provided comprehensive information in a visually appealing format. This fusion of words and music elevated the overall experience, adding depth and resonance to our performance.

Our Stage Decoration

The stage decoration and art seamlessly wove literacy into creative expressions, fostering a holistic approach to language development. The children were invited to write their name on their art pieces so they were easily identified by parents and carers.

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My approach was rooted in an understanding of the diverse literacy levels within the audience, particularly when working with children who may be at different stages of their reading journey. Understanding the integral role of literacy in song learning, particularly for those unable to read, has been a focal point. Repetition becomes a powerful ally here as well. During rehearsals, I would purposefully repeat lyrics, words, and phrases numerous times, allowing the children to absorb and internalize the language of the songs. This approach not only supports their understanding of the performance but also lays the foundation for literacy development through auditory learning.

Social Media

Utilising the versatile design platform Canva, I crafted a visually appealing and engaging social media post to promote our upcoming Spooky Performance Camp. I seamlessly incorporated vibrant visuals, relevant details, and a touch of creativity to capture the essence of the event.

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Communication

My communication with parents was adaptable to suit parental preferences. I utilised formal emails for comprehensive updates and detailed information about the program. For more immediate communication, I employed messenger and text messages, offering a quicker and less formal channel for updates and addressing urgent queries. In cases requiring prompt responses, I would telephone parents, ensuring a direct and personal connection. This multifaceted approach allowed parents to engage with me using their preferred method, fostering effective and responsive communication through the journey.

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Text Correspondence

I opted for text messages to individually contact parents for information requests, recognising that parents respond more promptly to texts than emails. This informal approach streamlined communication, ensuring quicker responses and facilitating a smoother exchange of necessary information.

Employing Microsoft Forms for online bookings in the performance camp proved efficient, seamlessly integrating with Excel for streamlined data management. The form's accessibility on both mobile and computer platforms catered to the digital literacy of our primarily Facebook-reached audience, ensuring a user-friendly and effective registration process. Parents and carers could chose to complete the form on a moblie telephone or computer, with the form providing an estimated completion time of 3 minutes. I was able to collect essential information on illnesses, allergies and emergency contact information for use in the camp.

Booking Form