MAKEUP UNITBy Jessica Johnson

Educational Objective: Students will demonstrate their ability to design and executing old age makeup, stylized makeup and wound makeup.

Subject: Stage Makeup

Class level: Intermediate

Main concepts: design, application, presentation, interpretation of ideas, creativity,

2014 National Core Arts Theatre Standards:TH:Pr5.1.HSII b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production. TH:Cr2.1.HSII b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.TH:Re9.1.HSII b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

TH:Cn11.2.HSIII a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research

1994 National Standards:CONTENT STANDARD 3: Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions.CONTENT STANDARD 5: Researching by evaluating and synthesizing cultural and historical information to support artistic choices.CONTENT STANDARD 7: Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions.

Prior Student Experience: It is expected that students will have had little or no experience with application of stage makeup or creating a makeup design.

Essential Questions:

How do you transform a young face to an old face?

How does highlights and shadows influence our perception?

How does a makeup artist change a face using just makeup?

Make Up Unit – Intermediate Theater

Lesson 1: Old Age Make-up

National Standard: Standard 3 DESIGNING/IMPLEMENTING Students will use the basic elements of design. Objective A: VISUALIZATION Envision design ideas for dramatic presentations.

• Plan design ideas to accommodate all environments, situations, and characters in a dramatic presentation; i.e., from the viewpoint of set, costuming, lights, sound, make-up, and props.

Learning objective: Students will demonstrate their understanding of highlights and shadows by practicing aged makeup on their own face.

Materials:

Mirrors Brushes Powder Foundation Ultralight highlight Character shadow Sponges (smooth and stipple) Old Age Makeup Handout

Hook:

Create a slide show with each slide having 2 pictures. Ask the students who they think is the older individual(s). There will be 4 slides.

Transition:

Step 1) Ask the students why they voted for one of the individuals on the slide. What about the picture told you that they were older? (ex responses: wrinkles, sagging skin, What differences do they see between a younger face and an older face?

a. What about the pictures suggested age? b. What types of things show age?

Discussion:

Step 3) The question that we are going to answer today is “How do you change a young face to an old face?” We use MAKEUP!!! As we age our skin wrinkles and sages which creates highlights and shadows. We use make-up to create the illusion of the wrinkles and sags.

Instruction

Step 4) Pass out the Old Age Makeup handout. Discuss how the heaviness and lightness of the makeup will depend on how far away the audience is. It would be lighter makeup in an arena theater than in an auditorium/proscenium. But the makeup would be even darker at the a larger auditorium. For our purposes today we will be doing it for our auditorium. You have to do your makeup in a way that those sitting in the middle of the audience can see it.

Instruction:

Step 5) Demonstrate the rules of old age make-up on a volunteer student or TA. Use the handout to go through the different instructions. Also include the below process.

1. 3 basic elements that you use. Foundation, highlight, and shadow. We use makeup to create the illusion of creases, folds, sags, etc

2. First start with applying foundation3. Then do all of the highlights first because they can more easily be erased4. Then follow all of the highlighted areas with shadow5. Finish off with stipple sponge to get sun spots, etc effect6. Powder off so that the make-up may stay

Give the students the following phrase of where to place the highlights and shadows

H = HighlightI = InD = Down

S = Shadow O = OutU = UP

*Have the students fill this out on their handout

Step 6) Have the students partner up. This is the partner that they will have to do their final application. Give the students time to practice old age techniques on a partners face. Walk around the room to help with any concerns or clarification they may need. First start with one

half of your face. If there is time left over than practice on your other side. Split the remaining time between the two partnerships.

Assessment: Students will practice old age makeup on their own face.

Where to put my Highlights and Shadows?

FOREHEAD Highlight in bottom of wrinkle Shadow in wrinkle on top

NASALABIAL FOLDS (the smile lines and up by the nose) Highlight on side of lips Shadow on side of cheek Highlight cheeks (cheek bones)

EYES (Where most people age first) Crows Feet – highlight on bottom, shadow inside wrinkle on top Pouches – misty violet on line blending into center, add shadow Bridge – highlight into center of nose, shadow on outside of face

CHIN Divet – highlight under impression and below lip, shadow in impression Lips – pucker lips and pat on Old Age Foundation Jowls – highlight on chin-line, shadow underneath jaw-line

NATURAL SHADOWS Temples Hollow of cheeks

HIGHLIGHT AND SHADOW MNEMONIC DEVISE:

H __________________ I __________________ D __________________

S __________________ O _________________ U __________________

Lesson 2: Old Age Makeup Application

Educational Objective: Students will demonstrate how to change a young face to an old face by their ability to use highlights and shadows to create an aged face.

Materials:

Mirrors Brushes Powder Foundation Ultralight highlight Character shadow

Camera Sponges (smooth

and stipple)

Youtube video makeup tutorial https://www.youtube.com/watch?v=OOoi0-zYCMk

Pre hook: Inform the students that next period they need to bring pictures of something that they would like to recreate using makeup. Next class will be doing stylized makeup.

Hook: Show an old age make up tutorial video to review the steps necessary to transform a young face into an old face. While the students watch the video, ask them to take note on how the artist applies the highlights and shadows. What is the process that the artist uses?

Discussion/Instruction/Review

Step 1: Have them take a review quiz of H.I.D. S. O. U. They will turn that in at the end of class as part of the final.

Step 2: Review the placement of highlights and shadows and which direction they go. After the quiz review the different steps that you need to take to do old age makeup. Review the different areas that we place highlights and shadows. Some follow up questions may be, “What areas of the face do we place the highlights and shadows at?” Answers: Forehead, Nasalabial Folds, eyes, chin. Also teach them the stipple affect to create splotches and sun spots.

Step 3) Have the students get in their partnerships. Give them an appropriate amount of time to do each other’s makeup. Give each student about 30 minutes to do so. They will be doing just one side of their partners face. Then have the student come up and have their makeup passed off. Have a camera to take pictures of their final work.

Step 4) After 30 minutes or once the first partner has gone(depending on which is first) than the second one will go.

Assessment: The students will present a half completed face of old age makeup

Grading Rubric for Old Age Makeup = 15 points total

Grading Rubric for Old Age Makeup = 15 points total

Name: _____________________________ Date: ______________________ Class: ___________

Points Old age final

5Students work shows that they have a sophisticated understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They excellently applied the concepts of HIDSOU and remembered the correct placement of the highlights and shadows.

4Students work shows that they have a good understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They did pretty well at applying the concepts of HIDSOU and placement of the highlights and shadows.

3Students work shows that they have an adequate understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They had a few struggles with applying the concepts of HIDSOU and placement

2Students work shows that they have a limited understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They struggled at applying the concepts of HIDSOU and placement.

1Students work shows that they have no understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They had no concept of how to apply the concepts of HIDSOU and placement.

Double the total + 5 points for the HIDSOU quiz

Total score = _____________

Grading Rubric for Old Age Makeup = 15 points total

Name: _____________________________ Date: ______________________ Class: ___________

Points Old age final

5Students work shows that they have a sophisticated understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They excellently applied the concepts of HIDSOU and remembered the correct placement of the highlights and shadows.

4Students work shows that they have a good understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They did pretty well at applying the concepts of HIDSOU and placement of the highlights and shadows.

3Students work shows that they have an adequate understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They had a few struggles with applying the concepts of HIDSOU and placement

2Students work shows that they have a limited understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They struggled at applying the concepts of HIDSOU and placement.

1Students work shows that they have no understanding of how to make a young face an old face by using highlights and shadow to create wrinkles, sags, aging, etc. They had no concept of how to apply the concepts of HIDSOU and placement.

Double the total + 5 points for the HIDSOU quiz

Total score = _____________

Lesson 3: Stylized/ Fantasy Makeup Design

Essential Questions:

How does an individual transform a face into something completely new?

How can we take a character from the imagination to real life?

Educational Objective: Students will show their ability to design for stylized makeup by creating a makeup map of their own design.

Materials:

Mirrors 6 Pictures of

stylized makeup Sponges Baby wipes Brushes

Foundation Note card Computer lab Various color

makeup Colored pencils

Blank makeup maps

2 completed makeup maps with inspiration photos

Hook:

Have the students divide into 6 groups. There will be 6 stations throughout the room that have pictures of stylized makeup. Have each of the groups go to a station and have them discuss what they think the inspiration was behind each of the photos and what is the makeup designer trying to convey. After about 3 minutes have the groups rotate and they are to do the same thing at their new station. Then have the students rotate for a third time so that each of the students get an opportunity to go to each of the stations.

Transition/Discussion:

Step 1) After all of the students have gone to each of the stations, have the students share with the class their thoughts on what they felt the inspiration was behind each of the images. Ask the following questions: What clues in the design led you to your choice of inspiration? What is the designer trying to conveying in their design? What role did creativity play in their design? How does our inspiration help inform our design? These pictures are all examples of stylized makeup. Stylized makeup takes us from the ordinary to the extraordinary. Each of these designs were inspired by an idea, images, objects, you name it!

Instruction:

Step 2) Now it’s your opportunity to be a makeup artist as well. There is a big movie maker that is looking for a new makeup artist in his upcoming film. Your assignment will be to come up with a makeup design that will wow this director and hire you on for his film. Not only will you do the makeup, but you will provide inspiration photos (3), a makeup map that explains your design and a model to present your design.

Step 3) So to start the process we have to go to the drawing board. Have all of the students take out the images that they brought from home. As they are doing so, pass out the blank makeup map. Explain to the students that a makeup designer uses a makeup map to create the image 2D before applying it to a person’s face. The map also asks them to provide information on which colors they will use and where it will be placed.

Demonstration:

Step 4) Show the students examples of stylized makeup up maps. Show them how the artist incorporated their inspiration photos into their design. Notice how they identify what makeup items were used in their design. Ask the students, “Why is it important to write down the names of the makeup that we use?” Ex. answers: so that someone else can do our design; so that we can remember ourselves how to do it; so that a makeup artist knows what items they need to do the makeup; etc

Practice:

Step 5) Head to the library and give students time to find pictures if they didn’t have any and put their design onto the makeup map. They need to have a basic idea of what they want to do by the end of the day. Inform the students that they will be doing this makeup in partnerships as well but it must be a different partner from last time.

Step 6)

After giving the students time to work on their makeup map, have the students begin brainstorming why their design is a great design. Remind the students that they are trying to convince the director that they are the makeup designer for the job. Have them write down on a note card some key things that they think makes their design unique and amazing. Questions to think about: What inspired you to create this design? What makes it so unique and special? What is your favorite part of the design?

Step 7)

Have the students turn in their makeup map and notecard prep before they leave class.

Assessment: The students will turn in their stylized make-up design and note card with notes for their pitch.

Lesson 4: Stylized Makeup Application Workday

Educational Objective: The students will demonstrate their ability to apply the makeup directed by a makeup design that they created by practicing on their partners face.

Hook:

Hand back to the students their makeup maps and notecards. Give the students a few minutes to practice their pitch. First have them give them a few minutes to practice it on their own and then have them find someone in the classroom to give their pitch to. Have the student they partnered with give them feedback on their pitch and what worked and what didn’t. Then have the students make corrections or edits on their pitch. Have the students turn in their stylized makeup map and note card. Inform the students that you will pass it back for application next class period.

Step 1:

Instruction: Remind the students of makeup rules:

Use a baby wipe to clean off your brushes before sticking it in another color Have a paper towel at your station Don’t mix colors in their makeup pots. Mix them on your arm or some where else Have fun!!!!

Step 2:

Practice:

Have the students divide into their partnerships. This is time is given for one of the partners to work on the other. After about 30 minutes have the students switch partners allowing the other partner to practice their design.

Step 3:

Have the students clean up their stations and set the classroom for the next class.

Assessment: Students will be assessed based on their participation and focus during this practice day.

Lesson 5: Stylized Makeup Application and Pitch

Educational objective: The students will show their understanding of stylized makeup by presenting to the class their design and final product!

Materials:

Mirrors Sponges Baby wipes Brushes

Foundation Various color

makeup

Stylized makeup grading rubric

Hook:

Have the students think of movies they know that have stylized makeup in them. Have some of the students share their examples. What did they like about the design? What worked for them? What didn’t work for them?

Step 1:

Transition: Today the students will be giving their pitches. Give the students the agenda of how today is going to go in order to prep them for their pitch. Write the agenda on the board and review it with the students. Here is the agenda:

Step 2:

Review: Review with the students what the grading rubric will be. Each of the students need to turn in their makeup map and inspiration pictures.

Step 3:

Practice: Have the students apply their makeup design on their partners face. The majority of this time will be used for that. Depending on the size of the class, half the group may be able to complete their stylized makeup today and the other half tomorrow.

Step 4:

Transition: Have the students sign up for when they want to present. Have all of the students rip 12 pieces of paper on them. Instruct the students that they need to write one comment down of something that they liked about each of the designs that are pitched. On the last slip they need to pick 2 of their favorite designs.

Step 5:

Assessment: Have each of the students stand up and give their pitch to the class. The pitch is to last no longer than 90 seconds.

Closure: Have the students pass in their slips of paper and clean up the room for the next class.

Homework assignment for next class: Print off pictures of different kinds of wounds and bring it in to next period. They have to have a picture of at least 3 wounds.

Grading Rubric for Stylized Makeup

Name: __________________________ Model:____________________________ Date:____________

Criteria 5 points each

Inspiration photos: The student found photos that support and inspire their make-up

design./5

Design on makeup map: The student showed creativity and originality in their design. The

students design is unique./5

Makeup Application: The student applied their design well from their makeup map onto

their partners face. Great execution of design./5

Pitch: Their pitch is entertaining and engages the audience. The student is

persuasive in their explanation of why their design is the best and most creative.

/5

Makeup Etiquette: Used makeup appropriately, cleaned up after themselves and was

courteous to others/5

Total Points:____/25

Notes:

Lesson 6: Wound Make-up

Educational Objective: Students will demonstrate their understanding of wound makeup by practicing the wounds that they have for their story.

Essential Questions:

How can we recreate a wound?

What makes a wound a wound?

How can a wound be created?

Materials:

Wound/bruise wheel Makeup Stage blood Latex Wax Brushes Morgue pictures for each wound Power point of Wound Makeup Quiz

Hook: Share with the students a story of you getting an injury, making sure that there are moments that would describe wounds that would occur. Then after the story ask the class what injuries you have. Have one or two other student’s share a story where they were injured and have the students find the injury that would occur. List the wounds as they describe them.

Transition:

Step 1)

Have the students take out their morgue pictures and discuss what the pictures tell us about the wounds that they are going to create. What information do these pictures give? Show example morgues as well for each wound.

Instruction:

Step 2)

Pass out the Wound Makeup Handout. Explain the rules of creating a wound. The six wounds we will cover are scrapes, scars, cuts, bruises, burns and black eyes.

Step 3)

Demonstration: Follow the handout and demonstrate the various wounds. Demonstrate for the students the different types of wounds to create. Have them follow along on the handout.

Step 4)

Review: with the students the rules of wound makeup and what was discussed today

Step 5) Assessment- Have the students take a short quiz that reviews what they have been taught. The quiz is worth 15 points. 2 points per question + 1 for taking the quiz

Can be presented through a power point or on paper

Quiz Questions (with answers): out of 18 points

Questions Answers Points1. What are the 3 important factors to

think about when creating a wound?(Location, swelling, age) Question 1 = 3 points

2. What are the 6 different types of wounds that we went over today?

(bruises, cuts, black eyes, scrapes/abrasions, scars, burns)

Question 2 = 6 points

3. Which wounds do you use wax for? ( scars and cuts) Question 4 = 2 point4. T or F: A bruise is new and recent if

it has yellow and green in it ?(F) Question 5 = 1 point

5. How can you use the stipple sponge in creating your wound?

(to add texture, depth or dimension)

Question 6 = 2 point

6. Which wounds are you most excited to do?

(varies) Question 7 = 1 point

HW- the students will be applying 2 wounds to themselves and creating a story for it that they will present to their peers.

Wound Makeup Notes3 Key Factors when doing wounds:

1. Age: the coloring of the wound will depend on how old it is. The more recent are pinks and purples. As it heals it becomes green, yellow and brown.

2. Swelling: Wounds are bigger(more blood) higher up in the body)3. Location: How they got the injury and where will decide the location of the wound.

Cuts:

Shape: varies on how it happened and with what caused it

Color: Reds, misty violet, black, pinks

Swelling: dependent on how recent

Tools: wax, makeup, spatula, stipple sponge

Instruction:

1) Color the area of the skin for irritation. 2) Use wax to create the appearance of cut skin. Smooth out the wax with your finger or spatula. 3) Take a spatula or tooth pick to make a cut (jagged edge). 4) Color in the “trough” of the cut. The deeper the cut the deeper the coloring will be. 5) Use stipple sponge to add some more dimension. 6) If it’s a recent cut, you can add blood to heighten the effect.

Bruises:

Shape: varies on impact, not a round or perfect circle

Color: Depends on age, Reds and purples for newer ones, greens, yellows, and browns for older ones

Swelling: depends on how recent, highlight the spot of contact (a focal point of greatest swelling)

Tools: makeup, stipple sponge, spatula

Instruction:

1) Create the shape of the bruise using reds as a base and create a focal point. 2) Add coloring based on the age of the bruise 3) stipple to add texture and depth

Scars:

Shape: varies on the cause of wound and how it healed

Color: depends on the depth of the wound and age of it

Tools: wax, makeup, spatula

Instruction:

1) Color the area where the scar will be. 2) Apply the wax where the skin will build up to make the scaring. 3) Add texture to the scar using the stipple sponge to add a light color.

Black eye:

Shape: Varies, depends on the object that it the eye and at what location it hit the eye. It usually affects the area under the eye.

Color: Depends on age, Reds and purples for newer ones, greens, yellows, and browns for older ones

Swelling: depends on how recent, highlight the spot of contact (a focal point of greatest swelling), the swelling starts from that point.

Tools: makeup, stipple sponge, spatula, fingers

Instruction:

1) Find the focal point of contact 2) work around that area 3) use colors based on how old it is and the impact of the object

Burns:

Shape: varies on the spillage or contact

Color: reds, black for really charred skin

Swelling: focal point of most contact

Tools: makeup, latex, spatula

Instruction:

1) color skin for irritation 2) cover wound with latex 3) can pull latex a part to create holes or blisters 4)add black if the skin is charred

Scrapes/ Abrasions:

Shape: varies on the spillage or contact

Color: reds, black for really charred skin

Swelling: focal point of most contact

Tools: makeup, latex, spatula

Instruction:

1) Color skin for irritation area 2) find color you want for scratch, place it on stipple sponge and drag it in the direction it occurred. 3) Pat stipple sponge around the wound to make it realistic 4) for recent wound you can add blood

Lesson 7: The accident is here! Grossies and Gories Final

Educational Objective: The students will demonstrate their understanding of wound make-up by creating make-up to go along with their accident story

Materials:

Wound/bruise wheel Makeup Stage blood Latex

Wax Brushes Camera

Hook:

Have the students partner up and share the stories they have created with each other.

Step 1)

Review the rules for would makeup. Answer any questions the students may have.

Step 2)

Application: Have the students create wounds on their own body. They must have at least two wounds from the list of 6 that we have and a story to go with the wounds they create.

Step 3)

Assessment: When the student has completed their wounds, they will present their wounds to the teacher and share their story of how they got them.

Step 4)

Give the students to clean up from their makeup

Step 5)

Closure: Final Discussion on the makeup unit. What are some things that you learned throughout this process? What do you know now that you didn’t know before? What role does research play into doing makeup? Why is it important?

Rubric for Final Wound Makeup

Wound 1 - Points Notes Shape/ Location: The shape is accurate

to the injury and its location is appropriate to the cause of the injury.

/2

Age/ Color: The coloring of the wound correlates with its age /2

Wound 2 - Shape/ Location: The shape is accurate

to the injury and its location is appropriate to the cause of the injury.

/2

Age/Color: The coloring of the wound correlates with its age /2

Story The time line of the story correlates

with the age and location of the wounds. The story needs to be cohesive and engaging.

/4

Total points: _______/12

Rubric for Final Wound Makeup

Wound 1 - Points Notes Shape/ Location: The shape is accurate

to the injury and its location is appropriate to the cause of the injury.

/2

Age/ Color: The coloring of the wound correlates with its age /2

Wound 2 - Shape/ Location: The shape is accurate

to the injury and its location is appropriate to the cause of the injury.

/2

Age/Color: The coloring of the wound correlates with its age /2

Story The time line of the story correlates

with the age and location of the wounds. The story needs to be cohesive and engaging.

/4

Total points: _______/12