Bill Kenwright by arrangement with The Really Useful Group presents. A NEw PrODUCTION Of

Transcription

1 Bill Kenwright by arrangement with The Really Useful Group presents A NEw PrODUCTION Of ThE ClAssIC Technicolor is a registered trademark of the Technicolor Group of Companies. EDUCATION PACK

2 WELCOME WELCOME TO TO RESOURCE RESOURCE PACK PACK This pack is full of fascinating facts about Joseph; from when the original show was created to how a production is put together. There is information about the musical styles found in the show and background on the source and location of the original story. The pack also contains a range of activities for the classroom, mainly based on art, music or drama, with hints of how to put on your own production of Joseph. The whole pack is photocopiable or printable for use as a classroom resource. Contents The story and people behind Joseph the musical Synopsis Egypt Dreams The Music of Joseph Putting on a Production Classroom Activities Joseph Crossword Joseph Colouring Competition

3 The Story Behind Joseph Joseph began its life as a 15-minute production for Colet Court School, commissioned by the director of the choir and created by Andrew Lloyd Webber and Tim Rice. It was first performed in March 1968 and was successfully repeated in Westminster Hall, later that year. Two theatre critics were present and their favourable comments led to a recording being made and a further appearance at St Paul s Cathedral. Joseph was now 5 minutes long and Lloyd Webber and Rice took their first step towards becoming household names. The album appeared the following year and sold,000 copies within a month. Lloyd Webber and Rice went on to write Jesus Christ Superstar and Evita, and Joseph had its professional debut. The Young Vic Theatre Company took it to the 1972 Edinburgh Festival. Still only 40 minutes long, it was well received, and by the time it reached the West End in 197 it had grown a little more which it continued to do until it became the show we know and love today. Joseph has gone from strength to strength, with the successful Kenwright touring production running for over 20 years, plus a popular West End revival in 1991 with Jason Donovan and Phillip Schofield both taking the role of Joseph, as well as Bill Kenwright s current West End production starring Stephen Gately. Joseph continues to be popular with audiences and gains new fans with every tour. It is still a regular choice for school productions, offering a lively and enjoyable introduction to musical theatre. The People Behind Joseph TIM RICE Tim Rice has contributed to ten musicals many in collaboration with Andrew Lloyd Webber and five film scores including Disney s The Lion King. He also writes books and has begun his autobiography. ANDREW LLOYD WEBBER Andrew Lloyd Webber was born in 1948 and is the composer of an amazing 11 musicals and two film scores and a setting of a Latin Requiem Mass. He has won many awards, including an Oscar for Best Original Song from the Evita movie soundtrack. In 1982 he became the first person to have three musicals running both in the West End and on Broadway. In 1996 the London production of Cats became the longest-running musical in West End theatre history. In 1997 he became Lord Lloyd-Webber of Sydmonton in the New Year Honours list. BILL KENWRIGHT Bill Kenwright is responsible for a great many well-known West End productions ranging from Pygmalion to Elvis and from Travels With My Aunt to Hamlet. He is most well known for Joseph and Willy Russell s Blood Brothers which Bill also directed. Bill is also involved in film production and devotes his energies to Everton Football Club he is a director of the club and huge fan!

4 Synopsis The story of Joseph is found in the Old Testament, in the Book of Genesis chapters 7 to 46. The story of Yusef al Korim (Joseph the Wise) is from the Koran. Both tell of a young man whose ability to interpret dreams enables him to achieve fame and fortune but he must contend with his brothers jealousy and a spell in prison along the way. Jacob is blessed with twelve sons. Of these the second youngest and his favourite is Joseph, son of Rachel. Joseph is good and kind, serving his father and family as a shepherd in the fields. His brothers resent the way in which Jacob dotes on Joseph, and their anger against him grows after their father gives his favourite son a dazzling coat of many colours. Joseph is a dreamer; his dreams tell him that he is to become a great man and be far more successful than any of his brothers. On hearing this, they decide that something has to be done about young Joseph. Out in the fields, the brothers attack Joseph, strip him of his coat and are about to throw him into a pit to face certain death when a band of Ishmaelites pass by. The brothers sell Joseph to them as a slave and return to their father with the sad news of Joseph s death. In Egypt, Joseph is sold to Potiphar, a wealthy merchant. He is rapidly promoted and things began to look brighter. However, Joseph catches the eye of Potiphar s wife and she tries to seduce him. Potiphar, who is a very jealous man, catches the two of them together, immediately jumps to the wrong conclusion and Joseph is flung into jail. In his cell, he explains the meanings of his fellow prisoners dreams. The Pharaoh, who is disturbed by savage dreams, hears that there is a man in jail who may be able to explain them to him. Joseph is brought before the Pharaoh and translates the dreams, which predict seven years of plenty and seven years of famine. In return he is made a wealthy man. His brothers fare less well. Famine and plague dominate the land of Canaan, so they leave to seek food in Egypt. They find Joseph, although none of them recognises 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 the youngest, Benjamin. As they try to leave, Joseph stops them to investigate the theft of the precious cup. It is discovered in Benjamin s bag. The others take the blame and refuse to let anyone think that Benjamin is in any way dishonest. Joseph now realises that his brothers are truly honest and reveals his true identity. Jacob is brought from Canaan and the family is reunited.

5 Egypt Most of the action of Joseph takes place in Egypt the land of Pharaohs and Pyramids. Ancient Egypt was a civilised land and still contains some of the greatest achievements of the ancient world. It reached its height around 1400 years BC. THE WONDERS OF EGYPT INCLUDE: The Pyramids Created by thousands of workers as tombs for their great Kings. No one knows exactly how the pyramids were built but it is believed they used around 2,000,000 stone blocks for the Great Pyramid 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 were beautifully decorated. The Temple of Amon-Ra Amon-Ra was the Egyptians Chief God and the Temple at Karnak is the largest columned hall ever built. The Great Lighthouse The Egyptians were great sailors and the Port of Alexandria controlled imports of jewels and spices from the East. The Nile, however, was dangerous to navigate and so a huge lighthouse named Pharos was built. The light could be seen as far away as Crete. The Sphinx Nobody knows who built the Sphinx or what it represents. It is a lion with a woman s head 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 Cleopatra and has long been a source of fascination to explorers and archaeologists alike. Dreams The interpretation of dreams has been an important part of many ancient civilisations. Sleeping and dreaming are associated with healing and an understanding of the subconscious. Analysis of dreams is still popular today, with certain images representing different emotions. Both Freud and Jung believed dreams could be a kind of wish fulfilment or a way of expressing truths we cannot express in real life. GENESIS CHAPTER 40, VERSE 8 Then Joseph said to them, Do not interpretations belong to God? Tell me your dreams.

6 Putting on a Production There are many people involved in putting on a professional theatre production and many stages to the process before the show is finally presented to an audience. Once the composer and lyricist have completed the musical, a producer or production company must be found to stage the show either in the West End or on a national tour. The production company will find finance to support the musical 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 image to bring the show to the attention of the general public. The marketing and publicity team work hard using press coverage, advertising and direct mail letters to make sure the show has an audience. The director will work with the designer to decide the look of the show and miniature sets and costume designs will also be produced. The production company will allocate a strict budget and the designs will be passed on to workshops and wardrobe to be created. A lighting designer, musical director and choreographer join the team along with the cast (who go through a series of auditions) and musicians. Rehearsals may last 4-6 weeks, led by the director, with the musical director coaching the cast in the songs and the choreographer working on movement and dance. Costume (and possibly wig) fittings go on throughout the rehearsals. These are vital 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 sets constructed and rigging and focussing the lights. The company manager ensures that the day-to-day running of the show and staff goes smoothly whilst the stage manager supervises everything that happens on stage. Every movement of scenery, lighting change and setting of props is controlled by the deputy stage manager who cues everyone from the script or score as written down in rehearsal. Any problems are ironed out at the technical and dress rehearsals and then the show is ready for opening night. After a number of previews the press will be invited to review the show. If the show is going on tour the process is repeated week after week in different theatres around the country with thousands of people having the opportunity to see the show. Joseph Facts Joseph s coat spans an amazing 12 metres, weighs an astonishing 20kg and cost a jaw-dropping 10,000. Since 1979 there have been over 10,000 performances of Bill Kenwright s production of Joseph and the Amazing Technicolor Dreamcoat. The production uses state-of-the-art lighting incorporating over 00 different lanterns all connected by over miles of cable. Every week, 40 local children join the production to form the choir, which plays an integral part of the show. Over the years, more than 25,000 children have been involved. Some have even reappeared a few years later and joined the production as part of the main company.

7 Classroom Activities Joseph and the Amazing Technicolor Dreamcoat forms an ideal basis for classroom activities. This popular musical, familiar to both adults and children, has many elements to draw on for both practical and discussion activities. The experience of seeing the story of Joseph played out live on stage will provide an ideal stimulus in the classroom. The following pages offer a variety of ideas to incorporate 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 an environment you can build on over a period of time. Ask the children what they know of the story, and discuss what their expectations of a musical stage production may be. You may wish to introduce the characters and describe the setting, and talk about the process of putting on a professional theatre production. Another area for discussion is visiting a theatre; for example, what will it be like, how should we behave, who works there? All you need are a children s Bible or a traditional Bible, your Resource Pack, posters or leaflets and your imagination! All the following activities have been planned with the support of primary school teachers. They are mainly based around art, music and drama, and can be adapted for any age or ability. All activity plans can be re-printed for classroom use.

8 The Music of Joseph Lloyd Webber described Joseph as a pop oratorio. An oratorio is a 17th-century term, which describes an extended musical drama on a religious theme. Most oratorios place emphasis on narration and extensive use of chorus with little scenery, costume or action. One of the most well-known oratorios is Handel s Messiah. Joseph is a montage of popular music styles, bringing the Old Testament story up to date. Below are some examples of the different musical styles Rice and Lloyd Webber used. One More Angel in Heaven is reminiscent of the old cowboy ballads that feature in western films; for example, the theme tune to High Noon Do Not Forsake Me O My Darlin. Potiphar s Song follows the tempo and hushed tones of the 1920s soft-shoe shuffle, which came from American vaudeville. Go Go Go Joseph recalls the height of disco in the 60s and early 70s when go-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, with his particular brand of rock music and unique dance style. Popular in the late 50s 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 which originated on the Left Bank in Paris and was characteristic of Edith Piaf, Charles Aznavour and Maurice Chevalier. This music of the 20s and 0s was deeply melancholy, representative of a rough, uncaring society. Benjamin Calypso follows the traditional song-style of Trinidad and the Mardi Gras Carnival. The steel band became linked with the calypso sound from the 1940s and fits with the lively, witty style of the songs.

9 Music for Joseph A tape recording or score of Joseph A tape player or piano Percussion instruments Pencils, coloured pens Large paper With the whole class, listen to the tape recording or play some songs from Joseph on the piano, and see if the children can recognise some of the different styles of music, for example calypso or rock n roll. Discuss whether the style used is suitable for telling the story; is there anything the children would change? Learn one song with the class, for example, Jacob and Sons / Joseph s Coat (words enclosed), and use the children s ideas to stage it, looking at what characters are needed to perform the song and what action or dance would best accompany it. In small groups, the children can compose their own music with simple percussion instruments. Give them a title, for example, Joseph s Coat and ask them to create different music for each colour; how does red, green or blue sound? Through discussion develop a form of notation, so anyone can play their music, using colours and symbols with a key on large paper. Rehearse and perform the music to share or the class to create a piece of dance to accompany the music with the children wearing coloured T-shirts to represent Joseph s coat. Joseph s Family A Bible Blank stickers Pencil, paper Read the beginning of the story of Joseph to your class. There are many areas suitable 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 the brothers 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 short role-play in groups to show how they feel. GENESIS CHAPTER 7, VERSE 4 When his brothers saw that their father loved him more than any of them, they hated him and could not speak a kind word to him. You could also talk about the children s own families. Who has brothers or sisters or is an only child? What role do they have in the family; is it different if they are the oldest or the youngest, do they think there is a favourite? The children could make a collection of feelings or thoughts about their families to display in the classroom.

10 Joseph Posters and Programmes Computer with WP and Draw package Sample posters and programmes Paper, pencils, coloured pens Using the sample leaflet included look at the information needed on posters and programmes, for example, dates, names of cast and illustrations. Put the children into small groups to make rough sketches and designs, which you can then discuss as a whole class. Use ICT skills to create a finished product to display in your classroom. Retelling the Story Paper, pencils, coloured pens A Bible, the synopsis from the pack Other versions of the story Read and discuss a few different versions of the story, for example, the King James and a children s Bible version, the synopsis, and any other versions you may 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 the structure of beginning, middle and end, noting the names of characters and editing a first draft. The class can then write their own version, either the basic story, a cartoon version, or from a different point of view. Illustrate the stories with a favourite scene from the musical. Joseph Research Photocopies from the pack Reference books Paper, pencils, coloured pens Ask the class to create a mini project or presentation in pairs or small groups based on an element of Joseph, for example: The Bible or Koran story Egypt Andrew Lloyd Webber Musical Styles Putting on a Production Encourage the children to use a computer, tape recorder or overhead projector to create a professional finished product, before displaying or presenting their work.

11 Egypt There are many different activities you can use in the classroom if you wish to study the ancient civilisation of Egypt. There are many interesting and detailed reference books available for further information. Below are just three activities you could try as a practical starting point to a project on the Egyptians. Make a Mask Card, coloured paper Foil Scissors Glue, and sticky tape Reference books Discuss what the Egyptians used masks for and why they were so richly decorated. Plan a design on paper, then cut out a card shape with eyeholes and decorate it, using pictures and ideas from reference books, for example the Mask of Tutankhamun. The Pyramids Card Scissors Sticky tape Ruler Pencil Small cubes Explain and demonstrate nets to small groups of children. Encourage them to design nets to make a pyramid and then cut card into the shape needed. They could make different sizes of pyramid, and decorate them for display. They could also try using cubes to see if they can discover the mystery of how the pyramids were built with blocks of stone. Can they stack up the cubes to make the correct shape without them collapsing in the middle? Hieroglyphics Reference books Paper Pencil Computer Hieroglyphics were pictures of symbols used to represent words, and often decorated the insides of the pyramids. Use reference books to find out more about what they meant. The class could design their own hieroglyphics for their name or a message, either by drawing them out or using image fonts and clip art on the computer.

12 Drama Activities Various story versions Large paper Pencils, coloured pens Large pieces of fabric Begin each session with warm-up exercises and games; there are lots of ideas in Bright Ideas Drama, published by Scholastic. Once the class are relaxed and ready to go, introduce them to simple improvisation skills. Stand them in a large circle and ask them to each think of a phrase or sentence of dialogue in their heads. Choose two children to go into the middle of the circle. One of them should say their phrase or sentence and the other should respond to begin an improvisation. Walk around the outside of the circle; as you touch the head of a child they should go into the middle of the circle and interrupt with their sentence to join the improvisation. Keep this going for long enough for the children to understand that to improvise a scene means to make it up as they go along. Next put the children into groups of five or six and ask them to improvise scenes from the story; you may need to read it first to remind them. Give them about 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 large sheets of paper, then rehearse and perform again, making amendments and improvements as they go along. You could also introduce the idea of using large pieces of fabric to suggest costumes for different characters; for example, to make Jacob look old, to show the 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 own experience or the experiences of Joseph and his brothers for inspiration. Class Production A good way to build on the experience of seeing live theatre with young children is to organise a class production, which could be performed for another class, as an assembly, or for the children s parents. Using various elements from the classroom activities, for example the scripts the children have written, the music and dance they created, and the costumes made, create a whole class production. The best way to link the elements together into a performance is to use a narrator, as in the musical. Encourage the children to write short pieces for the narrator to read. Decide when and where you will perform, and design posters and programmes for the show. Ask the children to write letters to invite an audience to the performance. Make sure the show is thoroughly rehearsed and the children feel confident in their different roles. Afterwards discuss the children s own response to performing and the response of their audience.

13 Jacob and Sons / Joseph s Coat Way, way back many centuries ago, not long after the Bible began, Jacob lived in the land of Canaan, a fine example of a family man. Jacob, Jacob and sons, depended on farming to earn their keep, Jacob, Jacob and sons, spent all of the days in the fields with sheep. Jacob was the founder of a whole new nation, thanks to the number of children he had. He was known as Israel but most of the time his sons and his wives 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 Simeon and Levi the next in line, Naphtali and Issachar with Asher and Dan, Zebulun and Gad took the total to nine. Jacob, Jacob and sons, Benjamin and Judah, which leaves only 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. Through young Joseph Jacob lived his youth again. Loved him, praised him, gave him all he could but then It made the rest feel second best, and even if they were Brothers: Being told we re also-rans, does not make us Joseph fans. But where they have really missed the boat is Brothers: We re great guys but no one seems to notice. Joseph s charm and winning smiles Fails 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. 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. And when Joseph tried it on He 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. 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. And when Joseph graced the scene His 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, It was red and yellow and green and brown And scarlet and black and ochre and peach And ruby and olive and violet and fawn And lilac and gold and choc late and mauve And cream and crimson and silver and rose And azure and lemon and russet and grey And 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 Joseph It was red and yellow and green and brown And scarlet and black and ochre and peach And ruby and olive and violet and fawn And lilac and gold and choc late and mauve And cream and crimson and silver and rose And azure and lemon and russet and grey And purple and white and pink and orange and blue.

14 Joseph s Coat of Many Colours White bin liners Coloured paper, card and plastic bags Scissors Sticky tape Pattern: fold SLEEVE Cut 2 on fold Cut 2 Cut 1 FRONT BACK fold Cut 1 on fold SKIRT PIECE Instructions Enlarge the pattern to the correct size for the children in your class. Newspaper is 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 the sleeves, from the shoulders and around the waist, using the illustration as a guide if you wish. If you wish to make a longer-lasting coat, use pieces of coloured fabric and machine stitch them together before decorating with strips of fabric in the same way as above. Remember! Plastic bags can be dangerous; make sure all bags are cut open before young children use them.

15 Joseph Crossword Use the clues below to fill in the crossword grid. Across 1. Name the youngest brother.. 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? Down 2. Where is the land of the Pharoahs?. 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...

16 Joseph Crossword Answers 1B 2 E N J A M I N G Y D I R E C T O R 4 P 5 O T I P H A R L T E 6 N D A I 7 C 8 M U S I 9 C A L 10 C O W S S T 12 Z E B U L U N M E O E A 11 B U T L E R In the shaded squares there is a hidden word, which is... DREAMCOAT

17 JOSEPH RETURNS TO THE (VENUE NAME) FOR ONE WEEK ONLY! MAGNIFICENT EDINBURGH EVENING NEWS WONDERFUL EVENING MAIL venue logo MONDAY?? - SATURDAY????? Box Office (phone number)