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Lesson Plan

Day: M T W T F Date:




Year: 8

Learning Area:




Makeup, Bruising Techniques

Curriculum content description: (from ACARA)


In the Western Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond.

Students’ prior knowledge and experience:


Students have been briefed on the highlighting and shading of makeup

Students have viewed videos and received instruction on the techniques of applying makeup

Students have seen reference material relating to bruising and SFX

Learning purpose:

To give the students a understanding of the practical application of makeup

To allow the students a chance to practice their application techniques for future performances

Give hands on experience in the steps required to apply makeup

Learning objectives:


On completion of this lesson, students will be able to:

Have hands on understanding of how the makeup is to be applied

Understand the importance of reference material

Questioning the students on their

understanding of how bruises can be rendered

Observing the students results in their makeup application and asking questions of their techniques

Understand the steps required to properly apply SFX makeup

Preparation and Resources:


The students will require the following material in quantities suitable for 20 students.

Vaseline x2, SFX Bruise Wheel x5, Wet Wipes, Tissues, Rags, Hand Sanitizer x5

These material are provided by the Drama department


The use of the makeup room in the drama department, chairs x20 from the adjoining studio

Catering for diversity


Speak to mentor to Identify any students with non-typical learning needs (one student has light levels of autism and prefers to work alone)

Identify any students who speak English as a second language (none)

Identify whether any students have allergies (none)


Learning Experiences:






Teacher will take the class through the preparation for the beginning of this lesson, I will assist once the class has commenced, her brief includes the order of application (clean, Vaseline, makeup) then a short demonstration video. The class will move to the makeup room.


I will then introduce myself "I am a student teacher, I have a background in design so I will help your teacher today with your bruising effects"

Sequence of learning experiences:



1. I will begin my component "I will now give the class a practical demonstration on the application of the bruising effects" I will then pose the question "Do you remember what the stages of preparation were?"

Accept range of answers commenting on each

2. Wait for the answers as follows, or correct and advise "Begin with hygiene, clean your hands, then check if the subject has any allergies, prepare the area with Vaseline.

3. Ask "why do we use Vaseline?"

Accept range of answers commenting on each until "to make the removal easier, as well as not allowing any of the makeup to soak into the skin"

4. Finally "then we begin to apply the makeup"

5 min

5. Begin with demonstration on the application of makeup, beginning with the darker colours then building up the layering and lighter colours

6. Pay special attention to the impact point of the bruise, this will be a lighter colour

7. Explain during the demonstration how the darker colours are the bleeding under the skin and that the colours radiate outwards lightening until they become skin coloured again.

8. Build up layering and shading

9. Demonstrate the use of dappling and stippling techniques to create a more realistic effect, just with the use of a finger.

10. Ensure the class has their makeup materials and are in their groups



11. Set the class to task doing their own makeup on their partner, as they work go around to each group of students commenting on their work


12. Paying particular attention to how they work with their layering, their impact point and their shading in order to build a convincing bruise

13. Make special note of their reference material, how they are able to recreate the images and be aware of how a bruise works and is formed.

Assess by walking around and listening to the groups whether the students are succeeding in this task, give them pointers where appropriate, tell them how to apply the makeup using stippling and dabbing techniques to create more realistic effects.

Lesson conclusion:



14. Break up the groups and gather around, gain attention


15. Ask the students "Did you see how important the role of layering, shading and the techniques of dappling and stippling can create a realistic effect?"

Accept answers, ask for questions and give feedback

16. Tidy-up classroom, students to return any chairs to the adjacent theatre, as well as returning all of the SFX material

Lesson Evaluation:

(Reflect on the lesson. What worked? What did not work?

More detailed notes in my reflection diary

Class was a success, students seemed to have some understandings of the techniques and methods required to create convincing effects, class enjoyed the exercise, I will need to make more consideration to the clean-up however, with the large amount of material provided it was quite slow to get all of the items (makeup/wet wipes etc.) back in a timely manner.