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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.
Learning purpose:
Learning objectives:
On completion of this lesson, students will
be able to:
Evaluation:
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
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:
Introduction:
Timing:
30 min
5 min
5 min
15 min
5 min
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"
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:
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?"
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.