Executive Summary
This report presents an overview of Kiddies Art and Reading Project, its objectives, and the outcomes for the months of August, September, and October 2020. It addresses the general mood of the project, the observations, and the corrections for the overall success of the project.
Background
Fern Empowerment Foundation, a non-governmental organization that is committed to the welfare of children’s education and other related issues embarked on a three (3) months project for fourteen (14) Saturdays dubbed; Kiddies Art and Reading Project at the Christ Faith Foster Home in Adenta Frafraha from the 1st of August to 31st of October 2020.
The project was to enhance continuing learning among the children during the closure of schools as results of the Covid- 19 lockdowns and as part of fulfilling the Sustainable Development Goal (SDG 4), which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
Demographics
Ages: 7 to 15 years
Sex: Males (6) and Females (4)
There was a total of 10 participants in this project.
Project Goals
The goal of the project is to enhance learning through the following objectives.
- To introduce at least 80% of children to a broader vocabulary bank at the end of the project.
- To improve the reading fluency of 80% of the children at the end of the project.
- To acquire a skill in bead craft and tie and dye among 80% of the children at the end of the project.
• To build a collaborative environment among 80% of the children at the end of the project.
The Project in August
The project was successfully executed in the five Saturdays of August 2020. During this period, children were taken through a minimum of a 45-minute reading and another 45 minutes activities session with about a 30 minute break interval. The first month’s session was headlined with the book ‘The Good Dinosaur’ which comes along with its activity book.
Monitoring
The first Saturday was very encouraging as children displayed their eagerness to participate in the sessions. However, it was observed that some of the children dozed off, apparently, not conversant with what was going on.
The second session significantly improved as children made time to find words they did not understand from the reading. A collaborative environment was created in the next 45 minutes of the session when children were encouraged to share results of their activities with their colleagues in a presentation.
Much more factors affecting the flow of the sessions were taken into consideration in the third session. For example, it was observed that the seating arrangements of the children affected their confidence in reading aloud. As such, all children in the lower classes were grouped in one section while the other children in the higher classes were grouped in a different section.
The fourth week saw the completion of the book for the month ‘The Good Dinosaur’ coupled with finding, understanding and construction of sentences with new key words from the book. Also, kids were given the free will to choose any activity from the activity book for creativity. The fifth and final session in August, the kids took the first 1 hour 30 minutes to watch the movie ‘The Good Dinosaur’ after which the moral lessons and general review from the first week to the final sessions were discussed.
Evaluation
Means of verification
• Children were asked to produce a list of new words they have learnt and give their meanings.
• Children were asked to form sentences with new key words.
• Children were encouraged to use new key words in conversations among themselves.
Outcomes
• Children can construct sentences using new key words.
• Children can confidently converse among themselves using new key words.
• Children can produce new words and give their meanings, respectively.
The Project in September
In the four Saturdays of September 2020, the project focused on Art and Reading. For two hours of two Saturdays in September, children were taken through the beading processes and the making of tie and dye patterns. Another reading followed the Art in the next and final weeks.
Monitoring
A collaborative environment was created throughout the session on beads craft. The session began with a question and answer between the facilitator and the children to ascertain whether the children had any idea on beads craft. The facilitator introduced theories of beading and colors to the children to give a solid foundation to the art of bead making. After which the facilitator proceeded into the practical session where she took turns with the children to aid them craft a beaded bracelet. It was observed that, the children were focused on crafting the bracelets and much excited after the outcome.
On the second week, a continuation of the bead craft was expected but however due to personal reasons, our facilitator could not make it. Hence the team decided to take the kids through another creative arts design in tie and dye. Despite the challenge, the kids were poised to develop their new skill. Each child was given a white t-shirts and materials needed for the making. The kids were taken through various ways of creating a design pattern with the shirts and how to apply material paints which came in different colors to it. The practice turned out to be a great and collaborative session.
The third and fourth weeks of September saw another epic audio reading session from the book “Finding Nemo” which comes with an audio CD. Kids read along silently whilst listening to the audio slide of the book. in this adventure through discussions, finding new key words and construction of sentences. Each child wrote out at least three (3) key words from the audio book and found their meanings, at the end of book discussion and reviews.
Evaluation
Means of verification
• Children were asked to create a bracelet design using beads.
• Children were asked to design a tie and dye pattern on a white t-shirt.
• Children were asked to produce a list of new words they have learnt from the book and give their meanings with a dictionary.
• Children were encouraged to use new key words in conversations among themselves.
Outcomes
• Children can create their own bracelet using beads.
• Children can design a tie and dye pattern on any given material.
• Children can produce new words and give their meanings, respectively.
• Children can use the dictionary to search for new words and their meaning.
The Project in October
The Kiddies Art and Reading project continued with the bead making craft but this time with a focus on beaded necklace and beaded designs on flip-flops.
On the first week, children were taken through the beading processes beginning from gathering beading material, preparing the design and layout to the last level of making the beaded necklace. The children were paired making five groups in total. This was to efficiently get the kids to learn the skill faster and to know the importance of teamwork. The quality of problem solving was observed in some children as they offered to help their colleagues who had difficulties in completing their assigned task of making the craft.
The second and final weeks of October were very intense as the final craftsmanship on beaded design on flip-flops took longer than expected. Each child was given a flip-flop to create their own beaded design on it. The art began from wrapping ribbons around slippers to threading colorful beads on the ribbon wrapped slippers. Children were engaged in embellishing ordinary flip-flops into stunning slippers. Children were able to interact in their interdependent tasks given them and worked across the same space and time to achieve a common purpose. These creative arts projects turned out to be great as children produced splendid slippers.
Evaluation
Means of verification
• Children were asked to create a necklace design using beads.
• Children were asked to design a beaded pattern on a flip-flop.
• Children were asked to work in groups.
• Children were encouraged to offer assistants to their fellow team-mates.
Outcomes
• Children can create their own beaded necklace.
• Children can design a beaded pattern on a flip-flop.
• Children were able to work faster to get their task done.
• Children showed genuine concern to help their colleagues who lacked behind.
Conclusion
On the 7th of November 2020, the first edition of Kiddies Art and Reading project that took place at the Christ Faith Foster Home in Adenta Frafraha for a period of three months namely August, September and October came to a climax. The program which lasted for an hour and 25 minutes was graced by the Head Mistress of the Christ Faith Foster Home, Rev. Essel and the Christ Faith Foster Home supervisors, Mr. Danso and Mr. Ernest respectively.
Reverend Essel who chaired the event presented certificates of participation from the Kiddies Art and Reading Project to all the 10 children of the Home. Awards were given to Prince Sakpiti who emerged the overall best student and Naa Wadja Nifone for surprising student. Kazia Adu Boahene and Comfort Adjatey were given beaded bracelets for their performances. Speaking on behalf of the class, Kazia Adu Boahene expressed their gratitude for participating in the Kiddies Art and Reading Project and wished to be part of the subsequent initiatives by Fern Empowerment Foundation.
Speaking on the vote of thanks, Mr. Danso, stated “on behalf of the staff and children of the Christ Faith Foster Home, we say thank you to Fern Empowerment Foundation, for the impartation in learning habits on Kiddies Art and Reading Project. We appreciate it so much and look forward on your new programs thank you”.
We at Fern Empowerment Foundation appreciate the entire management of the Christ Faith Foster Home for giving us the opportunity to impact the lives of the children at the home during this new normal Covid 19. We recognize your role in the success of the project and wish to extend our profound gratitude to the management and participants.
Thank You