plan4

Theatrical Make-up - Animal Exploration
Arizona Essential Standards
     Identify and demonstrate the basic physical and chemical properties of the technical aspects of theatre.
     Work collaboratively and safely to select and create elements... of makeup that will suggest their designs.
     Describe and compare responses to their own works and works by others.
Materials
     Old magazines
     Scissors
Make-up supplies
     brushes, sponges, cold cream or remover, tissue, paper towels,    junk shirts for covering
     clothing, wide variety of make-up colors
Activity #1
     Offer students a variety of old magazines containing pictures of animals. Ask students to choose an animal and cut out four or five different pictures of the animal. Pictures should show as much facial detail as possible and can include realistic and/or animated features.
Activity #2
     Students can work independently, in pairs, or in groups of three. It all depends on the available facilities, supplies, and time restrictions. Have students begin by studying the features of the animals and choosing a realistic, fantastic, or combination style. Students will focus on one characteristic or feature and begin exploring with line and color on the face. If students are in pairs or small groups, allow time for students to switch or continue the project another day.
     For example: Let’s say one student focuses on the eyes of a leopard and wants to work on a realistic design. She will study her face or her partner’s face, comparing the shape and size of the eyes, the distance between them, surrounding color and folds, etc. with the eyes of the leopard. She will use brushes and sponges to sketch out shape, and explore color on the face.
     This is a beginning study of line, color, and translation of animal features, characteristics, and patterns. Students are not expected to have a complete make-up design at this time. We are concentrating on the techniques and creativity of the process.
Discussion
     Ask students what led them to decide on a realistic or fantastic style; was there a particular
     feature or pattern they were drawn to, and how did they realize that aspect?
     Discuss problems and the creative ways they were overcome.
     Allow time for students to ask others about design specifics, color mixing, abstract
      additions, etc.
                                                                        Designed by S.R.