DATE: September
DAY 3
Room: 7
Time: 9.00-3.00 pm
Course Code:
MU1 Intro into Asian Bridal
Makeup
AIM
To teach a cut crease and glitter application to students with an productive
practical experience.
Title
Introduction into cut crease eye liner makeup and
glitter application
Content:
Wednesday 27th Feb - DAY 3 - Start time – 9 am – 6 .30 pm


Objective:
At the end of the period, students must be able to:
 Understand how to cut an eye crease with makeup application
 Develop self-confidence by the enhancement of beauty through the
application of make-up via practicing
 Develop understanding of what colours to use for a cut crease look
 Develop an understanding of how to apply glitter without any fall out
on the skin.
 Improve make-up application to enhance facial features.
AM – GLITTER APPLICAITION AND CUT CREASE EYE MAKEUP
PM – INTRODUCTION INTO BRIDAL HAIRSTYLING
Today’s content:
 Overview on yesterday’s practical and any issues students may have – short
discussion with class on Registry makeup and what the student’s believe Asian
bridal makeup colors are. – Question and answer discussion
 BRIDAL MAKEUP LOOK Demonstartion 1 – Introduction into working with colour
based upon day day 1’s techniques - Application and blending of eye makeup
using a colour (Colour Wash, Block Eye, Socket Line)
 Pair theory exercise – Working in pairs recap on the products used in the morning
demonstration.
 How to create a Matt finish with individual lashe application
 Second demonstration working on gold bridal eyes makeup with mink lash
application, dewy skin preps and finish.
Some students should be able to: To identify what a cut crease look
is and where to apply the shades to do so
A few students may be able to: Explain the reasons behind doing a
cut crease look.
PM look:
Some students should be able to: To identify what glitters to use
A few students may be able to: Explain the reasons behind doing a
cut crease look.
BABTAC ©
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BABTAC SCA Lesson Plan
V1. November 2018
Inclusive learning issues
(including tracking documentation)
Resources
Spatulas
Foundations
Concealers
Blusher
Eyeshadows
Lipsticks
Lip liners
Moisturizers
Contour sticks
Primers
Beauty blenders
Sponges
Makeup remover
Strip lashes
Eyelash glue
Mascara
Eyeliner
Student kits
Student brush kits
Setting sprays- various brands
Glitters
Stila pens
Student Nidhi has dyslexia – in order for her to understand and distinguish the
names of each product a list would be provided as well as with labels on each
product. A person with dyslexia may struggle to put ideas into writing and for
this allow more time for reading, listening and understanding. Doing a verbal
quiz will allow her to answer without writing which may be a difficulty for her
Questions in the content section will be asked verbally to the class so that all
students can demonstrate their understanding with a spoken answer so allow
inclusivity to those who are unable to put those ideas in writing.
Materials used:
Verbal questions
Hand outs
Labels with names of products
Other resources
Paper handouts
Images
Booklets
Face map books
Pens
Labels
BABTAC ©
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BABTAC SCA Lesson Plan
V1. November 2018
Risk assessment
Exceptional planning items
Please see pack – this has been added
Paper handouts
Images
Booklets
Face map books
Pens
Labels
Example of Lesson Plan:
Evaluation of the Session
Session went extremely well, course was completed within the time frame. Feedback sheet will be filled out by students to identify how much learning has taken
place.
BABTAC ©
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BABTAC SCA Lesson Plan
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Time
9.00 – 09:30 am
Content (key points)
PRESENTATION:
Transition/Directions
o Hand out the worksheets to the students
o Let the students know that during the
following presentation, they should fill out
the information on the worksheet
o This should be a review of basic makeup
concepts that they should remember from
last year

Instruction/Discussion/Checking
o Start the Power Point presentation
o Discuss Facial Anatomy



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Frontal Eminence (high forehead)
Superciliary Arch (low brow)
Orbital Fossa (octal opening)
Method
Resource
Routine activities
1. Cleanliness of the
classroom
2. Prayer/greetings
3. Checking of
attendance &
assignments.
Motivation:
Q1. Have you ever been a
part of a wedding entourage?
Like a bridesmaid, maid of
honor or maybe a flower girl
when you were younger?
Q2. What are the
preparations that you’ve
done on the wedding day?
Q3. Did you liked the way you
look after you had your hair
and make-up?
Q4. That’s great! Coz today,
we’re going to discuss about
facial make-up. But before we
proceed, let’s watch this short
Quiz:
1-3. What are the
forms of make-up?
4. What do you use
to create a crease
in the eye socket?
5. 5. What do you
use to give color
& glow to the
cheeks?
6. Which facial
make-up is used
as a base,
concealer and
highlighter today
and why?
7. Which cosmetic is
used to add color
to the eyelashes?
8. What are you
going to use to
apply different
4
Assessment
ASSESSMENT:
Personally assess the
progress of each student as
they answer questions
during the review. Collect
the worksheets at the end
of class. Student
performance on the
worksheet and on their
design sheets that are due
next time will provide
feedback on how much
students remember from
last year. 20/25 Proficiency
on each.
BABTAC SCA Lesson Plan
V1. November 2018
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


Nasal Bone (top of nose)
Zygomatic Arch (cheek bones)
Maxilla (upper lip/lower nose)
Mandible (lower jaw)
o Why do we need to know about facial
anatomy to understand makeup design?
o How does bone structure effect the visual
aspects of the face?
o Explain highlights and shadows
o Light and pigment



Light intensity/distribution/angles/
and color effect perceived surfaces
High intensity light should be
countered with darker toned
makeup
Colored light reflects off of colored
makeup differently
video about make-up.
9.
Lesson proper:
Q1. Upon watching the video,
what is your understanding of
make-up?
Q2. What are the different
forms of make-up?
Q3. What is the use of makeup?
Q4. Do you think applying
facial make-up can develop
self-confidence?
Q5. What are the cosmetics
or facial make-up do you
know?
Q6. Are you familiar with the
use of different brushes used
in applying make-up?
In the video they showed how
they clean brushes and their
products, are you familiar
with this technique?
10.
11.
12.
13.
cosmetics?
What will you use
to draw fine lines
in the eyebrow
area?
What is the use of
a brush cleaner?
Why do we clean
products and
brushes?
How often must
we clean them?
What colours are
used for
reception
makeup?
14.
o Types of Makeup



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Cake (must be applied with a
dampened applicator and set with
powder)
Crème (non-greasy, usually applied
with dry brush or sponge, powder
not required)
Liquid (body makeup, dries fast,
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

difficult to bend)
Dry (anything dry, powders and
rouge applied to crème or grease,
applied with powder puff or rouge
brush)
Greasepaint (opaque, greasy, shiny
base)
o What kind of would you use if…?

Why?
o Color Mixing



A makeup artist must play with a
color pallet.
Makeup should be mixed to the
appropriate colors needed.
Shades and highlights should be
created from mixing a base color
with darker and lighter tones.
o Why do you think we mix makeup?
o Character




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Race
Environment
Temperament
Health
Age
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
Discuss why each of these is
important to consider when
creating a makeup design for a
character?
9.30 am -11:30am
11:30am – 12:00
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BRIDAL MAKEUP LOOK Demonstartion 1 –
Introduction into working with colour based
upon day day 1’s techniques - Application
and blending of eye makeup using a colour
(Colour Wash, Block Eye, Socket Line)
Pair theory exercise – Working in pairs recap
on the products used in the morning
demonstration.
How to create a Matt finish with individual
lashe application
Second demonstration working on gold
bridal eyes makeup with mink lash
application, dewy skin preps and finish.
Activity – Question and Answer session on
the first demonstration
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BABTAC SCA Lesson Plan
V1. November 2018
12 – 1pm lunch break
1:00 – 3:00
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Student Practical sessions with their models
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DAY 3 – 3:00pm –
6:30pm
Room: 7
Time: 3: 00 -6.30 pm
Course Code:
MU1 Introduction into bridal
hairstyling
AIM
Aims:
Analyse Hair and Scalp during class to enable learners’ to select the
appropriate service and products. To have an understanding of the varied
colouring techniques, applications and complete in a commercial viable time
span. Demonstrate various L'Oreal styling products, blow drying using
different brushes on various hair lengths and complete in a commercial viable
time span.
Planned Learning Outcomes:
 Demonstrate good practice of salon hygiene
 Read and follow Health and Safety instructions for all services
 Recognise Hair and Scalp conditions and recommend appropriate
products
 State Health and Safety precautions throughout the colouring service
 Practise using a range of colouring products, Temporary, Semi, Quasi,
Permanent, Bleach
 Identify different hair types and conditions and how they affect
setting and blow drying techniques
 Have an understanding in styling products, when, why and how to
use them
 To be able to demonstrate a range of blow drying and seating
techniques and complete them in a commercially viable time span
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©
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 Demonstrate
a completed hairstyle to reflect the sessions learning
outcomes
Title
Introduction Bridal Hairstyling - Theory, Contraindications and products/tool use on mannequins.
Content:
3 pm
Introduce students to styling hair:
3 pm – 3.20 pm
Cover theory on the 5 different sectioning points on the head and what they represent
(give out the introduction to hairstyling handout) – work as a group
What afro kinky is and how to apply it onto the hair - Show the students an example
of what afro kinky is ad pass this around to students so that they can feel the texture
The importance of why we use hair structures to hold – give out the Afro kinky
handout
3.30 pm – 4.15 pm Back combing technique – demonstrate how to back comb and the
technique and give students 15 mins to go and practice this whilst tutor observes and
comments (visual assessment)
4. 15pm – 4.45 pm – Demonstrate the 4 different curling techniques and How to
straighten hair
4.45 – 5.15 pm – Allow students to practice the techniques whist tutor walks around
and observes providing constructive criticism and help
5.15 PM – Demonstrate how to use hairsprays and the spraying distances explaining
the reasons why
Test all products and discuss the type of styles they are used for
BABTAC SCA Lesson Plan
V1. November 2018
Summary
Go over the 5 head points and get students to draw on a plain piece of paper
After this draw heads on the board and explain the 5 sectioning points
Hand out sheets and explain to students what you want them to do as homework – fill
in what each product is for and the textures It creates
List all the ingredients
Some students should be able to: To identify what a cut crease look
is and where to apply the shades to do so
A few students may be able to: Explain the reasons behind doing a
cut crease look.
PM look:
Explain the styles we will learn tomorrow
Some students should be able to: To identify what glitters to use
A few students may be able to: Explain the reasons behind doing a
cut crease look.
Inclusive learning issues
(including tracking documentation)
Resources
Spatulas
Foundations
Concealers
Blusher
Eyeshadows
Lipsticks
Lip liners
Moisturizers
Contour sticks
Primers
Beauty blenders
Sponges
Makeup remover
Strip lashes
Eyelash glue
Mascara
Student Nidhi has dyslexia – in order for her to understand and distinguish the
names of each product a list would be provided as well as with labels on each
product. A person with dyslexia may struggle to put ideas into writing and for
this allow more time for reading, listening and understanding. Doing a verbal
quiz will allow her to answer without writing which may be a difficulty for her
Questions in the content section will be asked verbally to the class so that all
students can demonstrate their understanding with a spoken answer so allow
inclusivity to those who are unable to put those ideas in writing.
Materials used:
Verbal questions
Hand outs
Labels with names of products
BABTAC ©
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BABTAC SCA Lesson Plan
V1. November 2018
Eyeliner
Student kits
Student brush kits
Setting sprays- various brands
Glitters
Stila pens
Other resources
Paper handouts
Images
Booklets
Face map books
Pens
Labels
Risk assessment
Exceptional planning items
Please see pack – this has been added
Paper handouts
Images
Booklets
Face map books
Pens
Labels
BABTAC ©
11
BABTAC SCA Lesson Plan
V1. November 2018
Evaluation of the Session
Session went extremely well, course was completed within the time frame. Feedback sheet will be filled out by students to identify how much learning has taken
place.
BABTAC ©
12
BABTAC SCA Lesson Plan
V1. November 2018
Time
Content (key points)
3.00 – 3:20
Cover theory on the 5
different sectioning points on
the head and what they
represent (give out the
introduction to hairstyling
handout) – work as a group
What afro kinky is and how to
apply it onto the hair - Show
the students an example of
what afro kinky is ad pass this
around to students so that
they can feel the texture
The importance of why we
use hair structures to hold –
give out the Afro kinky
handout
Method
Resource
Assessment
ASSESSMENT:
Personally assess the progress of
each student as they answer
questions during the
review. Collect the worksheets
at the end of class. Student
performance on the worksheet
and on their design sheets that
are due next time will provide
feedback on how much students
remember from last year. 20/25
Proficiency on each.
Observation. 1:1 Learner
Feedback, Consultation Forms,
3:30 – 4:15pm
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Q&A
Back combing technique –
demonstrate how to back
comb and the technique and
give students 15 mins to go
and practice this whilst tutor
observes and comments
(visual assessment)
Visual/auditory Observation, 1:1
Learner feedback, Consultation
Forms, Q&A
Visual/auditory
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BABTAC SCA Lesson Plan
V1. November 2018
4:15 – 4:45pm
4:45pm – 5:15pm
5:15pm – 6:30pm
Demonstrate the 4 different
curling techniques and How
to straighten hair
Allow students to practice the
techniques whist tutor walks
around
and
observes
providing
constructive
criticism and help
Demonstrate how to use
hairsprays and the spraying
distances
explaining
the
reasons why
Test all products and discuss
the type of styles they are
used for
Summary
Go over the 5 head points and
get students to draw on a
plain piece of paper
After this draw heads on the
board and explain the 5
sectioning points
Hand out sheets and explain
to students what you want
BABTAC ©
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BABTAC SCA Lesson Plan
V1. November 2018
them to do as homework – fill
in what each product is for
and the textures It creates
List all the ingredients
Explain the styles we will
learn tomorrow
BABTAC ©
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BABTAC SCA Lesson Plan
V1. November 2018
BABTAC ©
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BABTAC SCA Lesson Plan
V1. November 2018
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BABTAC SCA Lesson Plan
V1. November 2018