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1. Topic-
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| How to Apply Special Effects Make-up and Why |
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2. Content-
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Prerequisite: Students will have a basic understanding of health
and safety and make-up products.
Students will watch teacher demo of different special effects techniques
and copy. |
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3. Goals: Aims/Outcomes-
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1. Students practice different special effects and prosthetics techniques
and apply special effects make-up for different casualty scenarios.
2. I want my students to be able to understand why they are using
specific techniques for different scenarios and specific products
and to be able to evaluate which method is more appropriate to use
and when and to be able to understand the differences between theater
make-up techniques and film/ television make-up techniques.
3. I want my students to be able to understand how a range of products
can be used for the same technique. |
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4. Objectives-
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1. I want my students to be able to apply special effects make-up
and prosthetics effectively and appropriately for different scenarios
and context.
2. I want my students to be able to understand how a range of different
products can be used for the same technique.
3. I want my students to be able to understand the differences between
theater make-up and film/ TV make-up. |
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5. Materials and Aids-
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Pathology book for reference.
Portfolio for reference.
Special effects make-up and prosthetics.
Flip cards.
Mirror.
Color wheel.
Special effects handout.
Face chart, body design template.
Veins, arteries and organs human anatomy map.
Design consultation form. |
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6. Procedures/Methods-
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A. Introduction-
1.Students will be given a special effects handout with appropriate
information about health and safety, products, where product suppliers,
techniques, research notes and sources and client consultation form
and design template.
2. Students will be briefed on health and safety, special effects
make-up products and techniques.
3. Students will be briefed on how to fill out a client consultation
form. |
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B. Development-
1. Students will do a practice consultation form.
2. In a group students will be given pictures of different special
effects make-ups and will be asked to interpret and name which technique
was used for each make-up. They will match the pictures next to each
other.
3. Students will b given a face and body design template and be asked
to design their special effects make-ups according to their given
scenarios. They will be asked to label products and techniques which
they are using and place the make-up on appropriate areas of the body. |
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C. Practice-
1. Students will do a client consultation form while filling the
form out.
2. Students will do a practical practicing different special effects
techniques in pairs on each other, for good brush control.
3. Students will apply special effects make-up and prosthetics according
to their given scenario on each other in pairs. |
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D. Independent Practice-
1. Have the students put the make-up on appropriate parts of the
body?
2. Have the students placed the make-up at the appropriate angle/
position/ shape and size?
3. Have the students created a realistic enough make-up? |
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E. Accommodations (Differentiated Instruction)-
1. If applied to a moving part of the body on the photo reference,
the student is allowed to place the prosthetic to a more appropriate
still part of the body for sticking purposes.
2. If there is an odd number of students one of the students can do
the special effects make-up on themselves or on the teacher.
3. Give extra time if required to complete. |
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F. Checking for understanding-
1. Ask the students to explain why they have used the techniques
they have used.
2. Ask the students to explain why they have used the products they
have used.
3. Ask the students to explain why the wound will look like this and
how realistic it is. |
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G. Closure-
1. Ask students to think of another scenario and how they would
recreate this make-up
2. Ask students which products they would use. |
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7. Evaluation-
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1. If the make-up looks realistic.
2. If the student has stuck to the brief to create the correct make-up
for the brief. |
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