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Jamie, Abby, Lissa, and Katie S.
EDMT 380 Sec. 002
Spring 2005
Treatment

rule

King Tut photoProject 2
Photoshop text

Working Title: A Time of Pharaohs and Pyramids: The Great Pyramids of Giza
Genre: Non-fiction, educational production
Producer(s): Created by students
Situation: Students have been studying an Ancient Egyptian unit in their Social Studies class. The culmination of the unit is their production of a multimedia video displaying their acquired knowledge of a chosen aspect of Ancient Egypt.

Length: 90-120 seconds

The primary audience for the videos created will be any person(s) interested in learning more about Ancient Egypt. The videos will range in topics from pharaohs, pyramids, mummies, hieroglyphics, and Ancient Egyptian culture. Due to the nature of some photos, these videos are appropriate for young adults to senior citizens. The videos are primarily geared towards informing and gaining awareness. It is hoped that after viewing these videos, viewers will spend more of their own time further investigating, reading, and researching more about Ancient Egypt.

A Time Pharaohs and Pyramids: The Great Pyramids of Giza, incorporates photos of pharaohs and pyramids, quotes about The Great Pyramids of Giza, dates of pharaoh’s reigns, a map of Giza and Egypt, and facts about the pharaohs and pyramids that represent them. Narration is done by the students and Egyptian background music accompanies the video.

A Time Pharaohs and Pyramids: The Great Pyramids of Giza , opens with the Fair Use statement that dissolves to a black screen. The black screen holds for one-two seconds and then dissolves into a quote by Zahi Hawass (“When we find something new at Giza…”) on the screen. This dissolves into the title screen.

Scene Sequence 1 opens with a photo of the Great Pyramids of Giza. The narrator speaks about the Egyptian pyramids (the only true pyramids in the world) and their unique purpose (funerary) and structure (man-made substructure). The narrator mentions that the construction of the pyramids is unknown, and some theories even say believe them to have been built by aliens! The narrator discusses evidence that has been found that leads to the theory of human construction, like contemporary tools. The picture dissolves to a map of the overview of the three pyramids as the narrator names them.

Scene Sequence 2 begins with some background information about the builder of one of the Great Pyramids, Khufu. Photos and sculptures of this great king are shown. The narrator discusses Khufu’s reigning period and his relationship to the pyramids of Giza. Further photos of the actual pyramids follow, and the narrator talks about the physicality of the pyramids.

Scene Sequence 3 is about the Great Pyramid of Khafre. The narrator discusses some background information about King Khafre. The scene dissolves into a picture of the Great Pyramid of Khafre while the narrator explains general information about the pyramid (e.g. includes the Sphinix, is second in size, ect.).

Scene Sequence 4 brings in the third and final pyramid of the Great Pyramids of Giza. It starts with a picture of Menkaure (a statue of Menkaure) and the narrator gives a brief background of when he ruled and his relation to Khufu and Khafre. As the picture dissolves to an image of the Menkaure pyramid, the narrator discusses the plans for building the pyramid and general information about its structure and design.

Scene Sequence 5 talks about the pyramids unknown construction and the narrator states the purposes of why the pyramids were constructed. Pictures of the pyramids accompany this sequence.

The production ends with a dissolve to the end credits, reference list and finally, black.

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| Draft Lesson/Unit Plan Outline | Treatment | Storyboard/Script | Final Lesson/Unit Plan |

| Main | Project #1 | Project #2 |

Any questions? Raise your hand! Or email rootae@uwec.edu
Page last updated 17-May-2005