Students will demonstrate an ability to design and apply prosthetic hair by creating a design and applying it to themselves.

Gauze or other netting material

Have an assortment of crepe hair ready to go, and instruct each student to come and find a handful that is closest to their hair color out of these options. Then make the familiar trek to the makeup room with their writing utensils and the kit.

Instruction/Discussion/Checking

o Sometimes a persons hair can tell much about that person, so a good designer never overlooks hair possibilities for a character.

o Allow the students to look at different hair styles from the makeup morgues.

o Hold up a picture or two and discuss what you can tell about this person from the hairstyle.

o Eyebrows can be extended, thickened, or shaped in creative ways.

o Stubble can be applied by covering an area in spirit gum and rolling short pieces of crepe hair over it or by cutting longer pieces after they are attached.

o Mustaches should be separated into layers and attached and trimmed one layer at a time.

o Beards should be done a specific order, going from the center point of the chin and expanding outward.

o Extending Hairlines and changing the outline of a persons natural hairstyle can be done easily with crepe hair instead of wigs.

o Discuss some of the things that the students could do with crepe hair and what techniques should be used.

o Have the students quickly design a character on another design sheet and go through the individual steps to create a hair style that they could use crepe to create that says something about the character.

o Observe the students as they apply their design to themselves.

Using the different examples throughout the room, discuss what the style says about different characters. Ask if the students can identify things about the characters in the room. Also ask about the step by step process that some people went through to apply their hair design. Clean up, collect the worksheets, and dismiss the class.

Participation proficiency is 8/10 and design proficiency is 20/25.

(see Lesson 1)

Students will demonstrate their ability to design and implement makeup for stage productions by coming prepared with a design for a character from a show and applying someone elses design to themselves.

Enough makeup for each student

Have the students get out their designs and go right to the makeup room.

Collect the design sheets from each student.

o Allow the students to critique each others work in the design and application portions.

Clean up EVERYTHING. Review the unit as a whole. Collect the designs. Dismiss the class.

Participation is 8/10, Design final 40/50, and Practical 40/50 for proficiency

Makeup Lesson 8.Final Grade Sheet

Students will show an ability to apply basic corrective and age appropriate makeup by creating a step by step design and applying it to themselves or a partner.

Enough makeup for each student

Quickly have the students turn in their assignments while taking roll. After roll is taken and the assignments are in, introduce the students to the giant sized class makeup kit. Let them see where the different types of makeup are stored in the kit. Then have the students take a notepad and writing utensil with them to the makeup room. Before leaving for the makeup room, divide the students into pairs or have them choose a partner.

Discussion (Reviewing last-years material)

o What steps do you remember for corrective makeup?

o How do you think corrective makeup can be altered to create the effects of making someone appear younger or older?

o Prepare Foundation

o Facial Analysis

o Lower-Higher

o Narrower-Wider

o Thinner-Wider

o Shorter-Longer

o Sharper-Flatter

o Sharper-Flatter

o Narrower-Wider

o Shadow

o Rounder-Narrower

o Higher-Lower

o Rouge

o Reshaping

o Color

o Freckles

o Age Marks

o Demonstrate the steps for standard corrective for a male and for a female.

o Have the students go through the steps with you out loud.

o Let the students work on applying corrective makeup. Monitor and check individual student work.

o After the students have the basics down, discuss what then would need to happen if you wanted to make the actor look five years younger. What would you need to do to make the actor look 25 years older? 40 years older?

o If time allows, let the students try to make variations to make themselves look younger or older by varying position of highlights/rouge/etc.

Review with the students how changing position of highlights and shadows, darkening or brightening the foundation, and changing color or position of rouge or stippling can affect the appearance of age. Let the students know that next time we will be working with latex to help create the appearance of old age. Next time they will need to bring a design sheet with a drawing of an old age version of themselves or their partner. They do not need to complete the steps portion of the page as we will cover how to do this in class next time.

Participation proficiency 8/10 points.

(see Lesson 1)

Students will show an ability to create cuts, scrapes, burns, and/or gore effects by creating a step by step design and applying it to themselves or a partner.

Enough makeup for each student

Collect the old age design sheet as roll is being taken and pass out a new design sheet for todays assignment. Show the students the new (bruise, scar, open wound, black eye, or something of the sort) that I got last period. After they understand that it is fake, invite them into your torture chamber (the makeup room) where they will be receiving like treatment. Remind them to bring their materials with them.

Instruction/Directions/Modeling/Checking/Guided Practice

o Black Eyes

o Bruises

o Burns

o Cuts

o Scars and Scabs

o Open Wounds

Review the different things that the students need to know about a character before designing an appropriate injury. Also review some of the steps and techniques they need to know for application. Have the students explain how to apply an injury they did to their partner. Then have all the students clean themselves up. Be sure to clean up well before the next class as the students should definitely not be seen with injury makeup in the hall or going to their next class looking like a victim of an accident. Discuss with them the importance that they be responsible and try to avoid scaring other students or faculty.

Before dismissing the class, introduce the final design assignment. Students will be responsible to find a fantasy character from a narrative and create their own unique design for that character. The first draft of this project is due (date of lesson 7).

Participation proficiency is 8/10 points.

(see Lesson 1)

Students will show an ability to create fantasy makeup by creating a step by step design and applying it to themselves.

Enough makeup for each student

On the board, have a list of different types of stylized makeup:

o Lions

o Tigers

o Bears

o Etc

o Japanese Noh

o Clowns

o Mimes

o War Paint

o Etc

o Ogres

o Elves

o Demons

o Fantasy creatures

o Fantasy characters

o Etc.

o Monsters

o Etc

Discuss how these different types of characters are often created on stage through makeup. Have the students get out their fantasy designs and go into the makeup room.

Instruction/Guided Practice/Checking

o Have the students follow their designs step by step.

o Rotating through the students one at a time, see how well they follow their designs, how they feel about the design, and make sure each design is both a unique design and that it is revealing of the character. Make sure that they are making thoughtful choices in regard to their designs. If the design seems to be atypical or copied from a production, encourage the student to make alterations to the design that will make it his or her own unique work.

o Discuss as a group some of the different thing we see in the different designs.

o Students who finish early can work on creating and implementing new designs.

Clean up. Collect the design sheets from everyone. Let the students know that next time will be their makeup final. For their final, they will need a second draft or new fantasy character design that includes at least one of the following:

Their instructions should be done well enough for anyone to follow. They will not be doing their own design but someone elses, so each step should be specific enough for others to understand. Half of the final is the design, and the other half is the application portion. Good luck. Pass out new design sheets. Dismiss the class.

Participation proficiency is 8/10 and design proficiency is 20/25.

(see Lesson 1)

Students will show an ability to apply old age makeup by creating a step by step design, shaping latex, and applying it to themselves or a partner.

Enough makeup for each student

Review with the students what they learned last time. How do we alter basic corrective makeup to produce the effect of aging someone?

Transition

o Remind the class that today we will be using different materials to help us produce effects for old age.

o Ask the students to head to the makeup room with their partners, and help carry some of the materials if needed.

o Show the class some nose putty.

o Follow the same process to explain how to use derma wax. It is like putty, but it is more difficult to manage and adhere.

o Continue to explain how to use gelatin.

o Finally, explain how to use latex.

o Tell the students to look at their designs that they had brought with them today.

o If time allows, have the students apply their designs to their partners.

o Remember to check individual student work.

Ask a student who has been aged to volunteer to dummy for the class. Have the class review by critiquing the application together. What looks good? What could be improved? How was this applied? Etc. Then ask the students to clean up and dismiss the class when ready.

The old age design sheet has a proficiency of 20/25, and participation for the day is 8/10.

(see Lesson 1)

LESSON 5: Prosthetic MakeupOBJECTIVE: Students will demonstrate an ability to create prosthetic pieces by correctly creating one and applying it to themselves or a partner.MATERIALS NEEDED:Two straws per person

HOOK: Either enter the room and take roll while wearing a prosthetic piece or have an assortment of pieces and molds ready and visible for the class to observe while taking roll.PRESENTATION:Modeling/Directions/Discussion/Guided Practice (This lesson may take two or three class periods to get through)o Preparing the Subject

o Negative Alginate

o Positive Plaster Cast

o Clay Model

o Negative Plaster Mold

o Positive Latex Cast

o Application

CLOSURE: Review and discuss the different steps it takes to create prosthetic pieces.ASSESSMENT: Participation proficiency is 8/10 per day.

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

(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.

Transition/Directions

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

o Start the Power Point presentation

o Discuss Facial Anatomy

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

o Types of Makeup

o What kind of would you use if?

o Color Mixing

o Why do you think we mix makeup?

o Character

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