Makeup Concepts and Designs


Students will demonstrate their understanding of the basic concepts of applying stage makeup by creating a basic makeup design.



  • Projector
  • Computer
  • Makeup Concepts Power Point presentation
  • Dry Erase
  • Copies of the Makeup Design Sheet for each student (see Supplements)
  • Copies of Makeup Concepts Worksheet for each student (see Supplements)
  • Life-like replica of a human skull (optional)
  • Lighting system with colored gels
  • Objects of similar and completely different colors to the gels



(Possibility 1)  Pass around the human skull (perhaps after quoting Hamlet a little) and have the students pay attention to what it looks like.  Have the students try to imagine what a person with this skull would look like.  Discuss as a class how the shape and placement of the individual parts of the skull determine the facial features of a person.

(Possibility 2)  Draw a human skull on the whiteboard instead of passing one around.




o   Hand out the worksheets to the students

o   Let the students know that during the following presentation, they should fill out the information on the worksheet

o   This should be a review of basic makeup concepts that they should remember from last year

  • Instruction/Discussion/Checking

o   Start the Power Point presentation

o   Discuss Facial Anatomy

  • Frontal Eminence (high forehead)
  • Superciliary Arch (low brow)
  • Orbital Fossa (octal opening)
  • Nasal Bone (top of nose)
  • Zygomatic Arch (cheek bones)
  • Maxilla (upper lip/lower nose)
  • Mandible (lower jaw)

o   Why do we need to know about facial anatomy to understand makeup design?

o   How does bone structure effect the visual aspects of the face?

o   Explain highlights and shadows

o   Light and pigment

  • Light intensity/distribution/angles/ and color effect perceived surfaces
  • High intensity light should be countered with darker toned makeup
  • Colored light reflects off of colored makeup differently

o   Types of Makeup

  • Cake (must be applied with a dampened applicator and set with powder)
  • Crème (non-greasy, usually applied with dry brush or sponge, powder not required)
  • Liquid (body makeup, dries fast, difficult to bend)
  • Dry (anything dry, powders and rouge applied to crème or grease, applied with powder puff or rouge brush)
  • Greasepaint (opaque, greasy, shiny base)

o   What kind of would you use if…?

  • Why?

o   Color Mixing

  • A makeup artist must play with a color pallet.
  • Makeup should be mixed to the appropriate colors needed.
  • Shades and highlights should be created from mixing a base color with darker and lighter tones.

o   Why do you think we mix makeup?

o   Character

  • Race
  • Environment
  • Temperament
  • Health
  • Age

o   Discuss why each of these is important to consider when creating a makeup design for a character?



Review the Makeup Design Worksheet with the students.  If time allows, let them begin preparing their designs for basic corrective makeup.  A corrective design is due at the beginning of the next class period.



Personally assess the progress of each student as they answer questions during the review.  Collect the worksheets at the end of class.  Student performance on the worksheet and on their design sheets that are due next time will provide feedback on how much students remember from last year.  20/25 Proficiency on each.


Makeup Lesson 1.Face Worksheet

Makeup Lesson 1.Concepts Worksheet