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This pack is full of fascinating facts aboutJoseph; from when the original show wascreated to how a production is put together.There is information about the musical stylesfound in the show and background on thesource and location of the original story.

The pack also contains a range of activities forthe classroom, mainly based on art, music ordrama, with hints of how to put on your ownproduction of Joseph. The whole pack isphotocopiable or printable for use as aclassroom resource.

Contents

• The story and people behindJoseph – the musical

• Synopsis• Egypt• Dreams• The Music of Joseph• Putting on a Production• Classroom Activities• Joseph Crossword• Joseph Colouring Competition

WELCOME TO

RESOURCE PACK

WELCOME TO

RESOURCE PACK

The Story Behind JosephJoseph began its life as a 15-minute production for Colet Court School,commissioned by the director of the choir and created by Andrew LloydWebber and Tim Rice. It was first performed in March 1968 and wassuccessfully repeated in Westminster Hall, later that year.Two theatre criticswere present and their favourable comments led to a recording being madeand a further appearance at St Paul’s Cathedral. Joseph was now 35 minuteslong and Lloyd Webber and Rice took their first step towards becominghousehold names.The album appeared the following year and sold 3,000copies within a month. Lloyd Webber and Rice went on to write JesusChrist Superstar and Evita, and Joseph had its professional debut.TheYoungVic Theatre Company took it to the 1972 Edinburgh Festival. Still only 40minutes long, it was well received, and by the time it reached the West Endin 1973 it had grown a little more – which it continued to do until itbecame the show we know and love today.

Joseph has gone from strength to strength, with the successful Kenwrighttouring production running for over 20 years, plus a popular West Endrevival in 1991 with Jason Donovan and Phillip Schofield both taking therole of Joseph, as well as Bill Kenwright’s current West End productionstarring Stephen Gately. Joseph continues to be popular with audiences andgains new fans with every tour. It is still a regular choice for schoolproductions, offering a lively and enjoyable introduction to musical theatre.

The People Behind JosephTIM RICETim Rice has contributed to ten musicals – many in collaboration withAndrew Lloyd Webber–and five film scores including Disney’s The LionKing. He also writes books and has begun his autobiography.

ANDREW LLOYDWEBBERAndrew Lloyd Webber was born in 1948 and is the composer of anamazing 11 musicals and two film scores and a setting of a Latin RequiemMass.

He has won many awards, including an Oscar for Best Original Song fromthe Evita movie soundtrack.

In 1982 he became the first person to have three musicals running both inthe West End and on Broadway. In 1996 the London production of Catsbecame the longest-running musical in West End theatre history.

In 1997 he became Lord Lloyd-Webber of Sydmonton in the New YearHonours list.

BILL KENWRIGHTBill Kenwright is responsible for a great many well-known West Endproductions ranging from Pygmalion to Elvis and from TravelsWith MyAuntto Hamlet. He is most well known for Joseph and Willy Russell’s BloodBrothers – which Bill also directed.

Bill is also involved in film production and devotes his energies to EvertonFootball Club – he is a director of the club and huge fan!

SynopsisThe story of Joseph is found in the Old Testament, in the Book of Genesischapters 37 to 46.The story of Yusef al Korim (Joseph the Wise) is from theKoran. Both tell of a young man whose ability to interpret dreams enables himto achieve fame and fortune but he must contend with his brothers’ jealousyand a spell in prison along the way.

Jacob is blessed with twelve sons. Of these the second youngest and hisfavourite is Joseph, son of Rachel. Joseph is good and kind, serving his fatherand family as a shepherd in the fields. His brothers resent the way in whichJacob dotes on Joseph, and their anger against him grows after their father giveshis favourite son a dazzling coat of many colours.

Joseph is a dreamer; his dreams tell him that he is to become a great man andbe far more successful than any of his brothers. On hearing this, they decidethat something has to be done about young Joseph.

Out in the fields, the brothers attack Joseph, strip him of his coat and are aboutto throw him into a pit to face certain death when a band of Ishmaelites passby.The brothers sell Joseph to them as a slave and return to their father withthe sad news of Joseph’s ‘death’.

In Egypt, Joseph is sold to Potiphar, a wealthy merchant. He is rapidlypromoted and things began to look brighter. However, Joseph catches the eyeof Potiphar’s wife and she tries to seduce him. Potiphar, who is a very jealousman, catches the two of them together, immediately jumps to the wrongconclusion and Joseph is flung into jail.

In his cell, he explains the meanings of his fellow prisoners’ dreams. ThePharaoh, who is disturbed by savage dreams, hears that there is a man in jailwho may be able to explain them to him. Joseph is brought before the Pharaohand translates the dreams, which predict seven years of plenty and seven yearsof famine. In return he is made a wealthy man.

His brothers fare less well. Famine and plague dominate the land of Canaan, sothey leave to seek food in Egypt. They find Joseph, although none of themrecognises him, and he takes pity on them, giving them each a sack of food.However, to test his brothers he plants a gold cup in the sack given to theyoungest, Benjamin.

As they try to leave, Joseph stops them to investigate the ‘theft’ of the preciouscup. It is discovered in Benjamin’s bag.The others take the blame and refuse tolet anyone think that Benjamin is in any way dishonest. Joseph now realises thathis brothers are truly honest and reveals his true identity. Jacob is brought fromCanaan and the family is reunited.

EgyptMost of the action of Joseph takes place in Egypt – the land of Pharaohs andPyramids.

Ancient Egypt was a civilised land and still contains some of the greatestachievements of the ancient world. It reached its height around 1400 years BC.

THEWONDERS OF EGYPT INCLUDE:

The PyramidsCreated by thousands ofworkers as tombs for theirgreat Kings. No oneknows exactly how thepyramids were built but itis believed they usedaround 2,000,000 stoneblocks for the GreatPyramid at Giza.They were built by paid workers – the first ever to go on strike– and have survived for 5,000 years. Many contained great treasures and werebeautifully decorated.

The Temple of Amon-RaAmon-Ra was the Egyptians’ Chief God and the Temple at Karnak is thelargest columned hall ever built.

The Great LighthouseThe Egyptians were great sailors and the Portof Alexandria controlled imports of jewelsand spices from the East.The Nile, however,was dangerous to navigate and so a hugelighthouse named Pharos was built.The lightcould be seen as far away as Crete.

The SphinxNobody knows who built the Sphinx orwhat it represents. It is a lion with a woman’shead carved from rock near the pyramids at

Giza. It is believed to be between 4,000 and 9,000 years old.

Egypt is linked with many great names from Alexander the Great to Cleopatraand has long been a source of fascination to explorers and archaeologists alike.

DreamsThe interpretation of dreams has been an important part of many ancientcivilisations. Sleeping and dreaming are associated with healing and anunderstanding of the subconscious. Analysis of dreams is still popular today,with certain images representing different emotions. Both Freud and Jungbelieved dreams could be a kind of wish fulfilment or a way of expressing truthswe cannot express in real life.

GENESIS CHAPTER 40,VERSE 8Then Joseph said to them,“Do not interpretations belong to God?Tell me your dreams.”

Putting on a ProductionThere are many people involved in putting on a professional theatre productionand many stages to the process before the show is finally presented to anaudience.

Once the composer and lyricist have completed the musical, a producer orproduction company must be found to stage the show – either in theWest Endor on a national tour.The production company will find finance to support themusical and also find a director and designer to create the show.

An early part of the process is poster and leaflet design, creating the right imageto bring the show to the attention of the general public.The marketing andpublicity team work hard using press coverage, advertising and direct mailletters to make sure the show has an audience.

The director will work with the designer to decide the ‘look’ of the show andminiature sets and costume designs will also be produced. The productioncompany will allocate a strict budget and the designs will be passed on toworkshops and wardrobe to be created.

A lighting designer, musical director and choreographer join the team alongwith the cast (who go through a series of auditions) and musicians. Rehearsalsmay last 4-6 weeks, led by the director, with the musical director coaching thecast in the songs and the choreographer working on movement and dance.

Costume (and possibly wig) fittings go on throughout the rehearsals.These arevital to ensure that the cast are comfortable and have freedom of movement.The final week of rehearsals will take place at the theatre using the setsconstructed and rigging and focussing the lights.

The company manager ensures that the day-to-day running of the show andstaff goes smoothly whilst the stage manager supervises everything that happenson stage. Every movement of scenery, lighting change and setting of props iscontrolled by the deputy stage manager who ‘cues’ everyone from the script orscore as written down in rehearsal.

Any problems are ironed out at the technical and dress rehearsals and then theshow is ready for opening night.After a number of previews the press will beinvited to review the show. If the show is going on tour the process is repeatedweek after week in different theatres around the country with thousands ofpeople having the opportunity to see the show.

Joseph FactsJoseph’s coat spans an amazing 12 metres, weighs an astonishing 20kg and costa jaw-dropping £10,000.

Since 1979 there have been over 10,000 performances of Bill Kenwright’sproduction of Joseph and the AmazingTechnicolor Dreamcoat.

The production uses state-of-the-art lighting incorporating over 300 differentlanterns all connected by over 3 miles of cable.

Every week, 40 local children join the production to form the choir, whichplays an integral part of the show. Over the years, more than 25,000 childrenhave been involved. Some have even reappeared a few years later and joined theproduction as part of the main company.

Classroom ActivitiesJoseph and the Amazing Technicolor Dreamcoat forms an ideal basis for classroomactivities.This popular musical, familiar to both adults and children, has manyelements to draw on for both practical and discussion activities.The experienceof seeing the story of Joseph played out live on stage will provide an idealstimulus in the classroom. The following pages offer a variety of ideas toincorporate in your planning for either Key Stage One or Key Stage Two.

The first stage is to introduce Joseph to your class, and begin to create anenvironment you can build on over a period of time.Ask the children what theyknow of the story, and discuss what their expectations of a musical stageproduction may be.You may wish to introduce the characters and describe thesetting, and talk about the process of putting on a professional theatreproduction. Another area for discussion is visiting a theatre; for example, whatwill it be like, how should we behave, who works there?

All you needare a children’s Bibleor a traditional Bible,your Resource Pack,posters or leaflets and

your imagination!

All the following activities have been planned with the support of primaryschool teachers.They are mainly based around art, music and drama, and can beadapted for any age or ability.All activity plans can be re-printed for classroomuse.

The Music of JosephLloydWebber described Joseph as a ‘pop oratorio’.An oratorio is a 17th-centuryterm, which describes an extended musical drama on a religious theme. Mostoratorios place emphasis on narration and extensive use of chorus – with littlescenery, costume or action. One of the most well-known oratorios is Handel’sMessiah.

Joseph is a montage of popular music styles, bringing the Old Testament storyup to date. Below are some examples of the different musical styles Rice andLloyd Webber used.

‘One MoreAngel in Heaven’ is reminiscent of the old cowboy ballads that featurein western films; for example, the theme tune to High Noon – ‘Do Not ForsakeMe O My Darlin’.’

‘Potiphar’s Song’ follows the tempo and hushed tones of the 1920s’ soft-shoeshuffle, which came from American vaudeville.

‘Go Go Go Joseph’ recalls the height of disco in the 60s’ and early 70s’ whengo-go dancers crowded the dance floors and moved to the heavy beat.

‘Song of the King’ brings to mind the king of Rock ‘n’ Roll – Elvis Presley, withhis particular brand of rock music and unique dance style. Popular in the late50s’ and throughout the 60s’, Elvis and his music are still revered today.

‘Those Canaan Days’ is in the style of a French café cabaret song whichoriginated on the Left Bank in Paris and was characteristic of Edith Piaf,Charles Aznavour and Maurice Chevalier.This music of the 20s’ and 30s’ wasdeeply melancholy, representative of a rough, uncaring society.

‘Benjamin Calypso’ follows the traditional song-style of Trinidad and the MardiGras Carnival.The steel band became linked with the calypso sound from the1940s’ and fits with the lively, witty style of the songs.

Music for JosephYou will need:

A tape recording or score of JosephA tape player or pianoPercussion instrumentsPencils, coloured pensLarge paper

With the whole class, listen to the tape recording or play some songs from Josephon the piano, and see if the children can recognise some of the different styles ofmusic, for example calypso or rock ’n’ roll. Discuss whether the style used issuitable for telling the story; is there anything the children would change? Learnone song with the class, for example, ‘Jacob and Sons’/‘Joseph’s Coat’ (wordsenclosed), and use the children’s ideas to stage it, looking at what characters areneeded to perform the song and what action or dance would best accompany it.

In small groups, the children can compose their own music with simplepercussion instruments. Give them a title, for example,‘Joseph’s Coat’ – and askthem to create different music for each colour; how does red, green or bluesound?Through discussion develop a form of notation, so anyone can play theirmusic, using colours and symbols with a key on large paper. Rehearse andperform the music to share or the class to create a piece of dance to accompanythe music with the children wearing colouredT-shirts to represent Joseph’s coat.

Joseph’s FamilyYou will need:

A BibleBlank stickersPencil, paper

Read the beginning of the story of Joseph to your class.There are many areassuitable for discussion.What would it be like to be part of such a large family?Why was Joseph the favourite, was this fair? Choose children to play all thebrothers and use stickers to put their names on them.Talk about the brothers’good points and faults; can the children decide what they are like? For example,is Joseph a show-off, are all the brothers jealous, why do they all like Benjamin?Think of words to describe the brothers’ feelings for Joseph, and create a shortrole-play in groups to show how they feel.

GENESIS CHAPTER 37,VERSE 4When his brothers saw that their father loved him more than any of them, theyhated him and could not speak a kind word to him.

You could also talk about the children’s own families. Who has brothers orsisters or is an only child? What role do they have in the family; is it different ifthey are the oldest or the youngest, do they think there is a favourite? Thechildren could make a collection of feelings or thoughts about their families todisplay in the classroom.

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Joseph – Postersand ProgrammesYou will need:

Computer with WP and Draw packageSample posters and programmesPaper, pencils, coloured pens

Using the sample leaflet included look at the information needed on postersand programmes, for example, dates, names of cast and illustrations. Put thechildren into small groups to make rough sketches and designs, which you canthen discuss as a whole class. Use ICT skills to create a finished product todisplay in your classroom.

Retelling the StoryYou will need:

Paper, pencils, coloured pensA Bible, the synopsis from the packOther versions of the story

Read and discuss a few different versions of the story, for example, the KingJames and a children’s Bible version, the synopsis, and any other versions youmay have.Talk about the sequence of the story; in what order do events occur?Encourage the children to think about planning their story, looking at thestructure of beginning, middle and end, noting the names of characters andediting a first draft.The class can then write their own version, either the basicstory, a cartoon version, or from a different point of view. Illustrate the storieswith a favourite scene from the musical.

Joseph ResearchYou will need:

Photocopies from the packReference booksPaper, pencils, coloured pens

Ask the class to create a mini project or presentation in pairs or small groupsbased on an element of Joseph, for example:

The Bible or Koran storyEgyptAndrew Lloyd WebberMusical StylesPutting on a Production

Encourage the children to use a computer, tape recorder or overhead projector tocreate a professional finished product, before displaying or presenting their work.

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EgyptThere are many different activities you can use in the classroom if you wish tostudy the ancient civilisation of Egypt.There are many interesting and detailedreference books available for further information. Below are just three activitiesyou could try as a practical starting point to a project on the Egyptians.

Make a MaskYou will need:

Card, coloured paperFoilScissorsGlue, and sticky tapeReference books

Discuss what the Egyptians used masks for and why they were so richlydecorated. Plan a design on paper, then cut out a card shape with eyeholes anddecorate it, using pictures and ideas from reference books, for example theMask of Tutankhamun.

The PyramidsYou will need:

CardScissorsSticky tapeRulerPencilSmall cubes

Explain and demonstrate nets to small groups of children. Encourage them todesign nets to make a pyramid and then cut card into the shape needed.Theycould make different sizes of pyramid, and decorate them for display. Theycould also try using cubes to see if they can discover the mystery of how thepyramids were built with blocks of stone. Can they stack up the cubes to makethe correct shape without them collapsing in the middle?

HieroglyphicsYou will need:

Reference booksPaperPencilComputer

Hieroglyphics were pictures of symbols used to represent words, and oftendecorated the insides of the pyramids. Use reference books to find out moreabout what they meant.The class could design their own hieroglyphics for theirname or a message, either by drawing them out or using image fonts and clipart on the computer.

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Drama ActivitiesYou will need:

Various story versionsLarge paperPencils, coloured pensLarge pieces of fabric

Begin each session with warm-up exercises and games; there are lots of ideasin Bright Ideas – Drama, published by Scholastic.

Once the class are relaxed and ready to go, introduce them to simpleimprovisation skills. Stand them in a large circle and ask them to each think ofa phrase or sentence of dialogue in their heads. Choose two children to go intothe middle of the circle. One of them should say their phrase or sentence andthe other should respond to begin an improvisation.Walk around the outsideof the circle; as you touch the head of a child they should go into the middleof the circle and interrupt with their sentence to join the improvisation. Keepthis going for long enough for the children to understand that to improvise ascene means to make it up as they go along.

Next put the children into groups of five or six and ask them to improvisescenes from the story; you may need to read it first to remind them. Give themabout ten minutes to prepare, then share with the whole class and discuss.

They can use the ideas from their improvisation to write a script. Use largesheets of paper, then rehearse and perform again, making amendments andimprovements as they go along.

You could also introduce the idea of using large pieces of fabric to suggestcostumes for different characters; for example, to make Jacob look old, to showthe difference between Joseph’s coat and those of his brothers.

You could build improvisation around the themes of Joseph, for example,jealousy, dreams, power or forgiveness.The children could draw on their ownexperience or the experiences of Joseph and his brothers for inspiration.

Class ProductionA good way to build on the experience of seeing live theatre with youngchildren is to organise a class production, which could be performed foranother class, as an assembly, or for the children’s parents.

Using various elements from the classroom activities, for example the scriptsthe children have written, the music and dance they created, and the costumesmade, create a whole class production. The best way to link the elementstogether into a performance is to use a narrator, as in the musical. Encouragethe children to write short pieces for the narrator to read. Decide when andwhere you will perform, and design posters and programmes for the show.Askthe children to write letters to invite an audience to the performance.

Make sure the show is thoroughly rehearsed and the children feel confident intheir different roles. Afterwards discuss the children’s own response toperforming and the response of their audience.

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Narrator:Way, way back many centuries ago, not long after the Biblebegan, Jacob lived in the land of Canaan, a fine example of afamily man.

Jacob, Jacob and sons, depended on farming to earn their keep,Jacob, Jacob and sons, spent all of the days in the fieldswith sheep.

Jacob was the founder of a whole new nation, thanks to thenumber of children he had.

He was known as Israel but most of the time his sons and hiswives used to call him dad.

Jacob, Jacob and sons, men of the soil, of the sheaf and crook,Jacob, Jacob and sons, a remarkable family in anyone’s book.

Reuben was the eldest of the children of Israel, with Simeonand Levi the next in line,

Naphtali and Issachar with Asher and Dan, Zebulun and Gadtook the total to nine.

Jacob, Jacob and sons, Benjamin and Judah, which leavesonly one,Jacob, Jacob and sons, Joseph, Jacob’s favourite son.

Jacob, Jacob and sons, Jacob, Jacob and sons,Jacob, Jacob and sons, Jacob, Jacob, Jacob and sons.

Jacob:Joseph’s mother, she was quite my fav’rite wife,I never really loved another all my life,And Joseph was my joy because he reminded me of her.

Narrator:Through young Joseph Jacob lived his youth again.Loved him, praised him, gave him all he could but thenIt made the rest feel second best, and even if they were

Brothers:Being told we’re also-rans, does not make us Joseph fans.

Narrator:But where they have really missed the boat is

Brothers:We’re great guys but no one seems to notice.

Narrator:Joseph’s charm and winning smilesFails to slay them in the aisles,And their father couldn’t see the danger,He could not imagine any danger,He just saw in Joseph all his dreams come true.

Narrator:Jacob wanted to show to show the world he loved his son,To make it clear that Joseph was the special one,So Jacob bought his son a coat,A multi-coloured coat to wear.

Brothers:Joseph’s coat was elegant, the cut was fine.The tasteful style was the ultimate in good design,And this is why it caught the eye;A king would stop and stare.

Narrator:And when Joseph tried it onHe knew his sheepskin days were gone,Such a dazzling coat of many colours,How he loved his coat of many colours.In a class above the rest,It even went well with his vest,Such a stunning coat of many colours,How he loved his coat of many colours,It was red and yellow and green and brown and blue.

Narrator:Joseph’s brothers weren’t too pleased with what they saw,

Brothers:We have never liked him all that much before,And now this coat has got our goat,We feel life is unfair.

Narrator:And when Joseph graced the sceneHis brothers turned a shade of green,His astounding clothing took the biscuit,Quite the smoothest person in the district.

Joseph:I look handsome, I look smart,I am a walking work of art,Such a dazzling coat of many colours,How I love my coat of many colours,

Narrator:It was red and yellow and green and brownAnd scarlet and black and ochre and peachAnd ruby and olive and violet and fawnAnd lilac and gold and choc’late and mauveAnd cream and crimson and silver and roseAnd azure and lemon and russet and greyAnd purple and white and pink and orange and red.

Joseph:I look handsome, I look smart,I am a walking work of art,Such a dazzling coat of many colours,How I love my coat of many colours,

Narrator and JosephIt was red and yellow and green and brownAnd scarlet and black and ochre and peachAnd ruby and olive and violet and fawnAnd lilac and gold and choc’late and mauveAnd cream and crimson and silver and roseAnd azure and lemon and russet and greyAnd purple and white and pink and orange and blue.

Jacob and Sons / Joseph’s Coat

Joseph’s Coat of ManyColoursYou will need:

White bin linersColoured paper, card and plastic bagsScissorsSticky tape

fold

Remember!Plastic bags can be dangerous; make sure all bags are cut open

before young children use them.

Pattern:

Instructions

Enlarge the pattern to the correct size for the children in your class.Newspaperis ideal for pattern pieces.Cut out the pieces from the bin liner or coloured bags.Tape the back to the front at the shoulders.Tape the sleeve in and then tape the underside of the sleeve and the side seam.Pleat the skirt piece and tape it to the waist.

Decorate with strips of coloured paper or bags by taping along the top of thesleeves, from the shoulders and around the waist, using the illustration as a guideif you wish.

If you wish to make a longer-lasting coat, use pieces of coloured fabric andmachine stitch them together before decorating with strips of fabric in thesame way as above.

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SKIRT PIECE

Joseph CrosswordUse the clues below to fill in the crossword grid.

Across1. Name the youngest brother.3. Who is in charge of rehearsals?4. Who was Joseph a slave for?8. What kind of show is Joseph?10. What animals are in Pharoah’s dream?11. Whose dream means he gets his job back?12. Name the brother whose name begins at the

end of the alphabet?

Down2. Where is the land of the Pharoahs?3. What can Joseph understand?5. Which testament of the Bible is Joseph’s story from?6. Name a great river in Egypt.7. What does an actor wear to show his or her character?9. What does Jacob give Joseph?

In the shaded squares there is a hidden word, which is ...................................

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Joseph Crossword Answers

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In the shaded squares there is a hidden word, which is ...................................DREAMCOAT

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