Assessment resource unit standard 28004
Level 3
Research, develop, visually communicate and apply a make-up
design concept for a given work
Unit Standard: 28004
Credits: 6
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Teacher/tutor guidelines
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The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers/tutors must manage authenticity for any assessment from a public source,
because students may have access to the assessment schedule or student
exemplar material.
Using this assessment resource without modification may mean that students’ work
is not authentic. The teacher/tutor may need to change figures, measurements or
data sources or set a different context or topic to be investigated or a different text to
read or perform.
Context/setting:
In this task, students will research, develop and apply a make-up design concept for
a given work.
The text / given work will be specified by the teacher. This work must present an
opportunity for at least four performers, each requiring different make-up designs.
This task uses Roger Hall’s musical play, based on Murray Ball’s Footrot Flats but
the teacher may adapt this task to be used with another suitable text or performance.
Students will use research to inform the make-up design:
• in terms of make-up design requirements for the given work (for example
ideas / themes, character creation, mood, special effects, lighting, costume,
character development or changes, audience proximity)
• through input from creative collaborators, like the director, costume designer,
lighting designer.
Students will communicate the make-up design concept visually, reflecting the
development of the design concept and the links between the final concept and the
research and consultation undertaken. Designs need to be in sufficient detail to
enable the practical realisation of the design and the characters.
Visual communication could include:
• planning chart for the whole work
• character make-up charts
• working drawings and final designs
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Assessment resource unit standard 28004
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annotated sketches / templates
journal
multi-media presentation (2D or 3D)
products and techniques required
close-ups, special effects, colour and texture indications.
Students will select suitable make-up products and apply these to realise their
make-up designs on four performers.
Students must demonstrate safe working practices at all times. This may include
safe hygiene practices, replacing, cleaning and storing equipment, use of tools,
following manufacturer's instructions.
This task is ideally suited to be used as an option, amongst others, for one or two
students to work on as a part of a school or class production. Other students would
be working on set design, costume, lighting, directing and acting for the same
production.
Over the weeks prior to this assessment, students should have had sufficient
teaching and learning opportunities to develop their understanding of
• the given work, (in this case a production of Roger Hall’s musical play, based
on Murray Ball’s Footrot Flats),
• what a production concept is,
• the design elements of shape, line, colour, texture and contrast,
• make-up techniques of enhancement, concealing or correction, aging,
changing features, special effects etc
and how these might translate into make-up design.
Students who have successfully completed the requirements for assessment for
Units 26688, Demonstrate knowledge and techniques of make-up application for a
performance context, and 27701, Demonstrate knowledge and skills of make-up
design and application for a specified character, should have the requisite prior
knowledge required. If students have not completed these units, teachers may have
to cover this in pre-teaching.
Award of Grades
• For award with Achieved, the outcome must be achieved as specified in the
outcome statement.
• For Merit, in researching, developing, visually communicating and applying a
make-up design concept for a given work, the candidate:
o describes the links between the given work, and their make-up design
o concept;
o refines their make-up design concept by considering and incorporating
feedback from a creative collaborator(s);
o demonstrates creativity in visually communicating their make-up design
concept;
o demonstrates skilful technique in applying the make-up design concept to the
performers in the given work.
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Assessment resource unit standard 28004
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For Excellence, in researching, developing, visually communicating and applying
a make-up design concept for a given work, the candidate:
o justifies the links between the given work and their make-up design;
o refines their make-up design concept by evaluating and incorporating
feedback from a creative collaborator(s);
o demonstrates creativity and originality in visually communicating their makeup design concept;
o demonstrates command of technique in applying the make-up design concept
to the performers in the given work.
Assessment activity:
This assessment activity has four tasks.
Task one involves the student researching make-up requirements of the given text,
Roger Hall’s musical play, based on Murray Ball’s Footrot Flats. Evidence of this can
be collected via written, visual or oral methods such as a video diary, annotated
sketches, diagrams, or written description.
Task two involves the student collaborating with director, costume designer, lighting
designer on both the overall production concept and the design concept for the
production. This collaboration could involve contributing to the development of the
production and design concepts, and/or discussing how the production and design
concepts would inform the make-up design. Students should work closely with the
costume designer, specially. Evidence of this collaboration and discussion, along
with initial design ideas, can be collected via written, visual or oral methods, as for
Task one.
Task three involves the student presenting their final overall make-up design
concept for the musical, along with detailed make-up designs for four different
characters.
Evidence of this will be collected via written and visual methods such as a video
diary, annotated sketches, diagrams, written description, final design drawings.
Task four involves the student selecting make-up products and techniques, and
using these to apply the designs to four performers. Their work should demonstrate
skill and be faithful to the designs. They must demonstrate safe working practices.
Evidence of this will be collected by observation, video, photographs.
Conditions of assessment
Assessment will be carried out as a practical assessment of understanding and
skills.
Student’s final product will be assessed alongside their developmental notes/journal.
This may include diary entries, diagrams, ideas, brainstorms, collages, sketches,
photographs, colour schemes etc.
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Assessment resource unit standard 28004
As students develop their assessment, teachers can offer guidance that may prompt
the student to further investigation and consideration of their ideas.
Teachers may not correct assessment errors, or suggest specific ideas.
The text used and the context the candidate is being assessed in must be specified
by the teacher/tutor.
Assessment can occur via group activities, however there must be evidence that
each student can complete all aspects of the standard.
Resource Requirements
Students will need access to water based and crème make-up bases, colour
palettes, eyeliner, mascara, blush, lip colours, powder, sponges, brushes and the
appropriate make-up removers. Stipple, putty, bald wigs, latex, spirit gum, false hair
may also be provided.
Copies of the script: Footrot Flats: Book by Roger Hall, music by Philip Norman,
lyrics by A K Grant, based on original characters created by Murray Ball. Available
through Playmarket: http://www.playmarket.org.nz.
Some suggested teaching and learning resources are:
Mayer, David (ed) (1998). A Phaidon Theatre Journal: Costume and Make-up.
London, Phaidon Press, Ltd.
Schanker, Harry H. and Ommanney, Katherine Anne (1997). The Stage and the
School. Ohio, Glencoe / McGraw-Hill.
Additional information
Candidates being assessed against this unit standard must demonstrate safe
working practices at all times. These may include – safe hygiene practices;
replacing, cleaning and storing products and equipment; safe use of tools, following
manufacturer's instructions. Evidence of this may be provided by, for example, a
teacher/tutor attestation or candidate’s reflective statement. A useful reference for
safe working practice is the Ministry of Business, Innovation and Employment
publication A Guide for Safe Working Practices in the New Zealand Theatre and
Entertainment Industry, 2007, which can be accessed at:
http://www.osh.govt.nz/order/catalogue/.
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