Lesson Plan

Day: M T W T F Date: ___Feb-17___ Time: __10:50-11:45__ Year: ___8___

Learning Area: __Drama__ Topic: ___SFX 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 had prior lesson on techniques and application of bruising makeup
Students have had hands on experience with application of bruising makeup

Learning purpose:

To give the students a chance to demonstrate their makeup application techniques

To allow all of the students a chance to apply makeup to their colleagues
Reinforce the previous lesson, and give the students the basis for the next makeup lesson (bullet
wounds)

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

Have a thorough understanding on how to

apply bruising makeup
Demonstrate the knowledge of the steps
required to properly apply SFX makeup
Apply bruising makeup effectively and
realistically

Evaluation:

Questioning the students on their

understanding of the steps required to apply
the makeup
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

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, Sponges x10
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:
Timing:

5 min

5 min

5 min

10 min

15 min

Introduction:
Introduce self and take role "I am the student teacher from your last class, today we are
going to go through what you learned in class and you are going to demonstrate your
understanding of what we have learned so far."
Move class to makeup room, have them get chairs from the adjoining theatre.
Have class get into their groups of 4 and distribute materials.

Sequence of learning experiences:

1. I will begin by questioning the students on their previous class "Do you remember the
steps required in the application of SFX makeup that we learned in the previous lesson"
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. Question the students on what they remembered about how bruises spread across
the skin, with attention to the impact point
Accept range of answers commenting on each, give feedback where the students had
missed or misremembered anything.
6. Tell the students the importance of the context of what caused the bruising, get the
students to think of some examples of what might have injured the person
7. Allow the students time to think, then ask for answers on what their bruise context
was going to be, talk them through what sort of impact and effect that might have had
8. Using an example that the students have given, show the class a demonstration of
how that certain type of impact might have changed the nature of the bruise.
9. Begin again with a demonstration on the application of makeup, this demonstration
will be also factor in the speed and detail required, instruct the students on how on
stage time will be a factor between scenes and so being able to do it quickly will be
important.
10. Pay special attention to the impact point of the bruise, this will be a lighter colour
11. 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.
12. Build up layering and shading
13. Demonstrate the use of dappling and stippling techniques to create a more realistic
effect, demonstrate the use of a sponge in order to create varied effects.

14. Ensure the class has their makeup materials and are in their groups
15. Set the class to task doing their own makeup on their partners, as they work go
around to each group of students commenting on their work
16. Paying particular attention to how they work with their layering, their impact point,
context and their shading in order to build a convincing bruise

17. 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.
18. 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 lessons they have learned on shading and layering as well as their context to inform
their decisions.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

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

20. Ask the students "Did we all get a good understanding of how the context can inform
the decisions in your makeup?" "Could you see how the techniques I demonstrated to
you while you were working gave a more realistic and effective result?"
Accept answers, ask for questions and give feedback
21. Tidy-up classroom, students to return any chairs to the adjacent theatre, as well as
returning all of the SFX material

5 min

5 min

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work?
More detailed notes in my eportfolio reflection diary
Class was a success, students demonstrated that they had a full and thorough understanding of their previous
class, they managed to do some excellent work, they all understood the theory completely even if some of
them have yet to master the practical techniques completely, I also allowed extra time to return the material
this lesson.