RUNNING HEAD: Step 4 Campaign Execution

Tanya Pattullo
Student ID: 1792843
MacEwan University
April 24, 2015
AGAD 201 - Assignment Step 4 Campaign Execution
Instructor: Jennifer Faulkner

Step 4 Campaign Execution

LIVE PERFORMING ARTS ACCESS CAMPAIGN

(LPAAC)
ADVOCATING FOR RURAL STUDENTS
INTRODUCTION
The benefits to students who attend live performing arts are very tangible. Starting with influencing
creativity and including increasing mathematical skills. The research and evidence provided on this very issue is
tremendous. Why is it that students who live in rural communities are not given the same opportunities to attend
and participating in the valuable live performing arts? The reasons could be many but the barriers against equal
access include expensive bussing costs and time taken away from the regular classroom.
The initiative, Live Performing Arts Access Campaign (LPAAC), is aimed at bringing awareness to
educators, parents and rural community members who have the influence to make change a reality.
The following outlines some aspects of the LPAAC tactics as we reach out to the stakeholders involved
including municipal and provincial government officials, school board trustees and members of community
service clubs. The Power Point slide presentation will allow for stakeholders and potential supporters to see an
outline of the issue, the benefits students gain from participating and allow them to see the opportunities
available on how they can help. A handout briefly outlining the campaign will encourage people to visit the
website and social media sites to encourage conversation. Social media strategy and a radio station public
service announcement are included in the campaign execution.

Step 4 Campaign Execution

PRESENTATION SLIDE SHOW

The following slides and talking points will be the basis of the LPAAC presentation. The slide show will
enable the speaker to have a visual when discussing the aspects of the campaign.
This slide show presentation will be a well-rounded presentation where the presenter can adapt the
talking points and tailor them to the specific audience. For example when presenting to the school board, the
presenter will focus more on the research dedicated to curriculum connection to live performing arts and when
presenting to the public, the presenter will focus more on the testimonials given by community members.
Having a recognizable logo on all presentation material will identify the campaign to supporters. Slides
1, 2 and 3 will serve as an introduction to the logo and be an opportunity for the presenter to discuss the history
and background of LPAAC. Bringing the issue to the forefront and sharing with the audience the reasons for the
advocacy campaign will allow the presenter to make a clear picture for the attendees.

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Slide 4 will enable the presenter to discuss the goals and objectives of LPAAC as well as define why
rural students are in need of advocacy to ensure they are given the same opportunities to attend live

Step 4 Campaign Execution

performances. Showing attendees of the presentation clear and concise goals and objectives will legitimize the
campaign and allow the presenter the opportunity to discuss the timeline for these objectives to be complete.
Presenting this slide show to stakeholders like the Battle River School Board will help us achieve our
first objective. LPAAC can go to each rural community and present the slide show allowing administrators and
teachers time to ask questions and review the evidence of applied research.

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Slides 5 & 6 describe the benefits and advantages associated with participating and attending live
performing arts events. Once attendees see the research attached to the campaign, they will agree that there is
nothing but advantages when talking about live performing arts opportunities. Brault (2010) insists that
creativity must be cultivated. Without the opportunity to express themselves and see first-hand how
empowering creative works can be, these students are missing out on a key educational component and life
skill. Attending and experiencing arts events contributes to the reinforcement of elements that facilitate, enrich,
and accelerate the creative process: critical thought, ability to use the imagination on demand, will to transgress
rigid mental boundaries, emotional distancing, and the break from conventional and predictable intellectual and
physical models (Brault, 2010).

Step 4 Campaign Execution

The 2009 Alberta Education K-12 Arts Education Curriculum Consultation Report describes the
following benefits to arts education:

Self-discovery
A Voice of their own
Self-confidence
Clear communication
Creativity
(Alberta Education, 2009)

Testimonials from parents, educators and community leaders will show that LPAAC has much needed
support. Slide 7 will include 3 testimonials from a variety of stakeholders. Additional testimonials will be read
aloud and shared on the website and social media sites. These real life stories can put the issue into perspective.
The great stories on how someones child flourished as a result of participating in a local stage show are very

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relatable and alternately, when you hear a story about a child who suffered through school because they didnt
excel in sports and couldnt find a place where they could be creative and gain self-confidence can have a
devastating impact on a crowd of parents who might see the same thing happening to their own child.

When presenting to parent groups and educators, the presenter can focus more time on slide 7. Sharing
these true stories of success and/or failure in regards to the issue will be of particular interest to these
stakeholder groups. This will be a great opportunity for discussion on the issue. This will help us meet objective
number 1 which will inspire educators and objective number 3 which is to engage rural communities with
discussion.
What is the plan? How can we make a change happen? These are questions people will want to know the
answers. Showing the strategy on how we intend on accomplishing our goals and objectives will prove to the

Step 4 Campaign Execution

audience that it is realistic to achieve these goals in the given timeline. The timeline will not be shown, but will
be a talking point with slide number 8 How to implement. This will allow the flexibility needed in the
timeline and have realistic expectations that things must remain fluid to be successful.
This portion of the presentation can be tailored toward the specific stakeholder. If we are presenting to
local business owners, a focus will be put on the Ride the bus on us aspect. This will allow the presenter to
speak in more detail about the sponsorship opportunities and how a local business can have a huge impact in a
students life. This will relate to objective number 4 of the campaign, developing and communicating the
sponsorship opportunities to include local businesses.

Outlining how arts and culture and live performing arts can be a legitimate and satisfying career choice
can assist in getting the LPAAC message to potential supporters. Introducing and discussing these career
opportunities shows students that there is so much more to live performing arts than meets the eye. Some people

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have no idea the scope of careers available. Students may plan to steer their education towards art and drama
after learning of the exciting careers that are available.
Working with local performing arts organizations to show the opportunities available helps us achieve
objective number 3 (as outlined on slide number 4) by engaging rural community members and bring awareness
to the positive attributes of attending and participating in live performing arts.

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Showing the audience of the presentation how LPAAC plans to implement their strategies and how
individuals or businesses can support the cause will finish off the presentation slide show. The visual identity of
the slide presentation will be incorporated into other support material for the campaign. A strong visual and
identifying logo will assist supporters in located material associated with LPAAC.
The slide show presentation is a key component of the LPAAC campaign strategy. Showing evidence
with testimonials and information from reliable sources legitimizers the campaign and proves that there is a
challenge to overcome. The slide show presentation is meant to give potential supporters an outline of the issue
and an overview of the implementation strategy.
With this slide show presentation, the LPAAC campaign wants to encourage people to ask questions and
start discussions. As people and supporters begin to discuss the barriers and opportunities, new ideas will come
forward and be adapted into the campaign.

DOUBLE SIDED HAND OUT

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This handout will be available at all public functions and presentations that LPAAC puts on. It will also
be an advertising piece to put on display in the offices and locations of our supporters. The handout will serve as
a tool to initiate conversations with people.
The handout will be designed to steer people toward the website. The website will have more detailed
information and links to connect users to further research.
Handouts will encourage people to go on to the LPAAC social media sites to keep the discussion going
and to share their support with their friends and followers.

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SOCIAL MEDIA
FACEBOOK POSTING:
1. Why do rural students miss out on the opportunity to attend live performing arts events only because of
their geographic location? We want to hear your point of view! Post your response here!
2. Have you benefited from participating in live performing arts? We want to hear your story! Post a
picture of yourself and share a story of how you benefited from performing on stage!
3. What is the difference between seeing a live Shakespeare performance vs Shakespeare in a textbook?
Have you had an experience where seeing a live performance has helped you interpret something you
were struggling with? We want to know - Share you story here!
SAMPLE TWEETS:
1. Live Performing Arts Access Campaign #LPAAC. Advocating for rural students equal access to attend
and participate in live performing arts.
2. #LPAAC benefits of live performing arts include: Encouraging creativity & imagination; empower
students with self-discovery & self-confidence!
3. Shakespeare LIVE vs Shakespeare TEXTBOOK. Do you see the difference? #SupportLPAAC
INSTAGRAM POSTS
1.
2.
3.
4.

#LPAAC show support by attending town hall meeting tonight 7pm Elks Hall
Rural students join the theatre too! #MeOnStage
What I learned. Live entertainment photos #LoveDrama
#RideTheBusOnUs Photos from our trip to the city!

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RADIO STATION PUBLIC SERVICE ANNOUNCEMENT - PSA

PUBLIC SERVICE ANNOUNCEMENT

UNTIL MARCH 31, 2017

How do you encourage, educate, engage and inspire an entire community?

Find out answers to these questions and more at the Open House Town Hall Meeting, July 15, 2015 from 6:00pm
to 10:00pm.

The Live Performing Arts Access Campaign (LPAAC) is an initiative that is advocating for rural students to have
equal access to attend and participate in live performing arts events. The LPAAC committee will be making a
presentation of the issues and will answer questions regarding giving students access to performing arts.

This free event takes place at the Chuck MacLean Arts Centre, 4809 52 St, Camrose, AB.

Follow the Live Performing Arts Access Campaign (LPAAC) on Facebook or visit www.lpaac.com

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Media Contact: Tanya Pattullo, LPAAC Committee Chair 780-672-7026 or tany0827@telus.net

CONCLUSION

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Why should it matter? What is so important that we feel we have to advocate for rural students? These
types of questions will be asked when we present our issue for support. The answer is simple. To have the
opportunity to participate in and attend live performing arts events is a right that all school aged students should
have. Live performances must be included as part of the education curriculum to allow all students this
impactful experience. If it is left to only extra-curricular activities, many rural students will be left out
completely, missing the chance to find their true creative selves. Both participating in and attending these events
have huge advantages and can have a lasting impact on young students. It is the goal of the LPAAC committee
to involve all stakeholders in the advocacy campaign, allowing supporters to see and hear first-hand the success
stories of students. The realistic and achievable goals of LPAAC will be clearly communicated to both
stakeholders and supporters with this presentation.

References

Alberta Education K12 Arts Education Curriculum Consultation Report. (2009). Retrieved from
https://education.alberta.ca/media/1076364/kto12arts_consult.pdf
Alberta Foundation for the Arts [AFA]. (2015). Arts impact rural Alberta: Ripple effects from the arts sector.
Retrieved from http://www.affta.ab.ca/Arts-In-Alberta/Research-and-Publications/Arts-Impact-RuralAlberta
Brault, S. (2010). No
[Trans.]. Toronto,
Statistics Canada. (n.d.).
and culture.

culture, no future. J. Kaplansky

ON: Cormorant Books.
Professional occupations in art
Retrieved from

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http://www23.statcan.gc.ca/imdb/p3VD.pl?
Function=getVD&TVD=122372&CVD=122373&CPV=5&CST=01012011&CLV=1&MLV=4
University of Arkansas. (n.d.). U of A researchers find major benefits for students who attend live theater.
Retrieved from: http://news.uark.edu/articles/25549/u-of-a-r searchers-find-major-benefits-for-studentswho-attend-live-theater