Lesson Cycle

Lesson Title/Topic: Makeup Application

Concept: The design, application, and use of makeup in the theatre.

Standards/Rationale: TEKS T1.3.A

Learning Target: Assessment:

The learner will design and draw a makeup Beginning designs on makeup sheet
effect of a selected photo, copying the
picture with 70% accuracy. At Unit Conclusion: Makeup application
on partner’s hand

Materials: Regular makeup like blush, mascara, lipstick, Specialty makeup items like bruise
wheel, fake blood, scar wax, liquid latex (or similar substance for allergic students), make up
brushes, sponges, other application tools, blank makeup sheets of hands, pencils, colored pencils,
markers, crayons, makeup wipes

Lesson Cycle: Hands-On Learning – learning that was has students manipulating objects,
conducting experiments, and evaluating their results, or participating in active
collaboration in the classroom

The teacher will: The student will:

Focus/Mental Set: Watch the video
Show a video starting at the 0.26 second point
https://www.youtube.com/watch?v=YNy5fCz7d0M
Have the students discuss in pairs what they liked, Discuss in pairs what they liked, didn’t
what they didn’t like, and what they may want to like, what they would want to create
create on themselves

Teacher Input:
Take out some of the practice makeup from kit Look at makeup items and discuss
Show class normal makeup items, like blush, different reasons people might wear
lipstick, and/or mascara. Pass these items around makeup in the real world or for
class. Ask why makeup is applied in real world or everyday purposes.
everyday ways? Ask class for ideas, but if they are
unable to think of examples steer them towards:
• Beauty
• Fun
• Make someone feel confident
Start showing more of the specialty type of makeup Look at makeup items and discuss
items like bruise wheel, liquid latex, and/or scar different reasons actors might need to
wax. Pass items around class. Lead discussion into wear makeup on stage.
why we would apply makeup in the theatre? If class
is having a hard time thinking of examples steer
them towards:
• To be seen better
• Effects (scars, wounds, bruises, body
modifications, old age, etc.)
• Create special characters (animals,
gods/goddesses, mythological creatures,
etc.)
Guided Practice:
Instruct the students to break into groups of 4 and
research a different type of makeup topic using
phones, iPad, or other such electronic devices.
The types of topics are:
• Old Age
• Bruises, Scars and Wounds
• Feather, Scale, Fur Techniques
Inform the students that each group of four will be
competing based on their topic and to pick a partner
in their group to do the makeup effect on. This
partner will also do an effect on them. The effect
they choose will be make on the hand of their
partner.
The group of four must come to a consensus on two
effects within their topics. They must select two
pictures to try to recreate. One half of the pair will
apply one effect and the other half will apply the
other. For example, a group (A&B vs C&D) of four
can choose a gunshot wound for persons A&C to
apply, and a werewolf bite for B&D to apply. They
must also get a physical copies of their sample
pictures, for each pair to turn in at the completion
of the project.
Guide the class to think about what kinds of
characters their makeup would be used for, or what
the makeup effect could represent something to the
character.
Walk around the groups, ask them questions like:
• How would you do this technique?
• How could you scale this down for a hand?
• What would a character with this feature be
like, or what would/could they represent?
Independent Practice:
Break the students into their pairs. Hand each pair a
set of blank makeup sheets to begin designing their
Get into group of four. Use an electronic
device with the group to start
researching the type of makeup effect
assigned to them. While in the group,
they will select another person to be
their partner to compete with the other
two students. They will eventually apply
makeup onto their partner’s hand and
their partner will apply makeup onto
their hand.
Debate and come to consensus within
the group of four about two effects
within their topic. They must select two
pictures to recreate. One person from
each pair will select one of the pictures,
and the other two will select the other.
They will need to discuss who and how
each pair will get a copy of the picture
so that it can be turned in at the
completion of the project.
When prompted the students will start
critically thinking about characters and
ways their makeup effect could be used
for their character or what it could
represent to their character. When
prompted, answer and discuss the
questions put to them.
Each pair will receive a set of blank
makeup sheets for their hands. They will
 makeup effect. Advise them to also consider what begin designing their makeup effect.
materials they will need for their application. They will use pencils, colored pencils,
Instruct them that this completed sheet will also be markers, and crayons. They will also
turned in at the completion of the project. start considering what they will need for
Provide pencils (colored and regular), markers, and their application. They will need to
other coloring devices to help students with design. complete this sheet to turn in at the
completion of the project.
If a student would prefer to use an electronic device If they elect to use an electronic device
have a downloadable version to send to students’ to design their effect they will inform
emails so they may work on their designs that way. the teacher and have the blank sheet sent
If a student chooses to use a device, instruct them to their email on their device. They must
that they must bring a printed-out version to turn in also figure out how to bring in a paper
at the completion of the project. copy of the sheet to turn in.
Be ready to give advice to students about the type
of makeup or application devices they can use to
create their effect.
Allow students to test make up with sponges on Test the makeup with sponges on hand
hands to see how the makeup reacts or looks like on to see how the makeup reacts and looks
their skin. Provide makeup wipes for removal. on their skin. Remove before end of
class.
Closure:
Bring the group back together as a whole. Come back to whole class.
Mix-Pair-Share
Ask them to mix around the room and, call out pair, Mix around room, when pair is called
and instruct them to share with the closest person, out by teacher, find another student who
that was not in their group or is their partner, to was not in their group or is not their
them what they learned about how makeup is used partner and share what they’ve learned
in the theatre. about the use of makeup in theatre.
Ask them mix again, call out pair again, and have Mix, when pair is called out, find one
them turn to another person, also not from their more student, who was not in their
group or partner, and have them discuss what kind group or partner, discuss a type of
of makeup they would be most interested in makeup they would be most interested
applying. in applying.

Options:
Enrichment: N/A Reteach: N/A

Modifications/Correctives:
N/A N/A

References: