FAQs

1.What exactly does Sitara do?
Sitara offers quality theatre performances in English. Children actively participate in the experience; some even get to act alongside professional performers and puppeteers. Sitara also offers a range of workshops in its Saturday Club.

2.What if my children / students don’t understand?
As an English as a Second Language teacher for many years, Emma Davies has written a show that takes into account that English is not the first language of the majority of Sitara’s audiences.

The show is full of physical and visual humour and effects.  Sitara’s shows are based on well-known fairytales so that all audiences have access to the plot of the show.  Schools are also asked to indicate the level of their students’ English so that language can be graded and the rate of speech adjusted according to the audience’s understanding.

3.How does a school trip relate to our curriculum?
A trip to Sitara gives students the opportunity to discuss and evaluate a live performance which is an important part of any primary / elementary curriculum.  By watching a piece of theatre and with the help of our comprehensive Teachers’ Kit, students can discuss:

• What they liked and disliked about the performance
• How characters are portrayed – thinking about costume, voice, physical movement or gesture, music etc
• What different settings are portrayed  - thinking about how the different settings are represented.
• How this version of the story compares with other versions
• How mood and atmosphere are created. 
• How tension is built
• What different theatrical techniques are used – puppetry, mask, music, lighting, sound effects
• How the plot is structured – beginning, middle ending / problem and solution etc.
• How theatre / live performance differs from recorded / filmed productions; outlining the strengths and weaknesses of the different media

Because Sitara is interactive it also gives students a chance to participate in creating drama and for some students the opportunity to create and sustain a role.

The production-based Teachers’ Kit is full of activities and ideas as well as photocopiable sheets for teachers to respond to the show through listening, reading, writing, speaking, drama and art and craft.

British Curriculum
In the new Primary Framework for England and Wales, drama is one of the twelve strands of learning and evaluating performances is identified as a learning objective in all Primary Years
Year 1 – Discuss why they like a performance
Year 2 - Consider how mood and atmosphere are created in live or recorded performance
Year 3 - Identify and discuss qualities of others' performances, including gesture, action and costume
Year 4 - Comment constructively on plays and performances, discussing effects and how they are achieved
Year 5 - Use and recognise the impact of theatrical effects in drama
Year 6 - Consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters' ideas and building tension

Canadian Curricula
There is no national curriculum in Canada.  Each province is responsible for its own curriculum.  However, in each province the arts appear to be taking a more central role with introductory arts now being a compulsory subject - comprising of three strands: music, visual arts, and drama and dance.  Again both creating and EVALUATING drama are seen as important elements of the arts programs.

For example, in the Primary Program of British Columbia – Learning Descriptors for Aesthetic and Artistic Development include:

• Developing an enthusiasm and appreciation for the arts
• Showing appropriate skills and audience etiquette
• Responding to art in imaginative and personal ways

In the Ontario Curriculum for The Arts, expectations for all grades regarding Drama and Dance include an understanding of how drama and dance effects an audience and how it relates to their own experiences.

In Saskatchewan drama makes up one of the four strands of the compulsory subject – arts education.  Teachers are asked to give students the opportunity to gain a lasting appreciation of the dramatic art form through critical reflection upon drama experienced as participant and as audience.

American Standards and Benchmarks as outlined by the Mid-Continent Research for Education and Learning, also places importance on evaluating and understanding dramatic performances

Level II (Grades K-4)
Standard 5.  Understands how informal and formal theatre, film, television, and electronic media productions create and communicate meaning

Benchmark 1.
Understands the visual, aural, oral, and kinetic elements of dramatic performances
 Knowledge/skill statements

• Understands the visual elements of dramatic performances
• Understands the aural elements of dramatic performances
• Understands the oral elements of dramatic performances
• Understands the kinetic elements of dramatic performances

Benchmark 2. 
Understands how the wants and needs of characters are similar to and different from one’s own wants and needs
Knowledge/skill statements

• Understands how the wants and needs of characters are similar to one’s own wants and needs
• Understands how the wants and needs of characters are different from one’s own wants and needs

Benchmark 3
Provides rationales for personal preferences about the whole as well as the parts of dramatic performances

Knowledge/skill statements

• Provides rationales for personal preferences for dramatic performances
• Provides rationales for personal preferences for specific parts of dramatic performances

Benchmark 4.                
Knows how alternative ideas can be used to enhance character roles, environments, and situations
Knowledge/skill statements

• Knows how alternative ideas can be used to enhance character roles
• Knows how alternative ideas can be used to enhance environments

Benchmark 5.
Knows appropriate terminology used in analyzing dramatizations (e.g., intent, structure, effectiveness, worth)

Knowledge/skill statements

• Knows terms, such as "intent," used in analyzing dramatizations
• Knows terms, such as "structure," used in analyzing dramatizations
• Knows terms, such as "effectiveness," used in analyzing dramatizations
• Knows terms, such as "worth," used in analyzing dramatizations

If you have any more information about how drama and theatre in your curriculum, Sitara would be very grateful to receive it.  Please email any relevant information to admin@sitara.com

4.How do I enroll my child in the Saturday Club?
Simply ring us in advance so we can ensure a place is saved for your child.  Bring them along ten minutes before the workshop.

5.How many children does your theatre seat?
Our theatre seats between 80 and 90 children plus adults.  Our minimum number per trip is 50 children.  Groups between 30 and 50 will be asked to pay more.  We allow one adult per three children for the pre-school show; one adult per five children for primary shows

6.How do I book a trip for my class?
Ring Sitara to find out what suitable dates are available.  Once a date has been agreed, we will send you a Confirmation form to complete.  Once this has been returned your date is confirmed.  Do ring in advance to ensure preferred dates as morning shows are usually booked a few weeks in advance

7.Can I bring my child to see a show?
At the moment Sitara is only offering shows to schools and nurseries. 

8.How do I become a Friend of Sitara?
Email us at admin@sitarakids.com and we will send you a form to complete.  You will then receive regular news from Sitara.

9.How much does a trip cost?
Sitara charges per child and charges slightly more for smaller groups.  Please contact Sitara directly for prices per child.