BA (HONS) MEDIA MAKE-UP AND HAIR ARTISTRY MODULE ... Documents/Course... · Inside Track to...

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APPENDIX 2

1

BA (HONS) MEDIA MAKE-UP AND HAIR ARTISTRY

MODULE SPECIFICATIONS

LEVEL 4 PAGE

An Introduction to Academic and Professional Development 2

Creative Make-Up 8

Creative Hairstyling 14

Fashion, Haut Couture and Photographic Make-Up 19

Period Make-Up 25

Historical Hair Design 30

LEVEL 5 PAGE

Freelance and Career Progression 35

Professional Practice 1 41

Media Make-Up in Context 46

Specialist Skills in Hair and Make-up 51

Showcase Event 57

LEVEL 6 PAGE

Critical and Contextual Studies 63

Professional Practice 2 68

Minor Project 74

Final Major Project 80

2

MODULE DESCRIPTOR – An Introduction to Academic and

Professional Development

1. 1. Factual information

Module title An Introduction to Academic and Professional

Development

Level 4

Module tutor TBC Credit value 20

Module type Taught Notional

learning hours

200

2. Rationale for the module and its links with other modules

Recognising that students will come from different starting points, the purpose of this module is

to provide each student with the necessary HE study skills to engage with and complete the

required academic tasks, whilst developing the necessary professional knowledge, practical

skills and etiquette to work successfully in the industry.

3. Aims of the module

This module aims to collate knowledge of study skills, professional etiquette and future career

pathways and allow students to identify skills gaps and develop a personal development plan. It

introduces the practical hair and make-up skills for employability and incorporates the correct

and safe use of tools, equipment and materials. A consideration of design and life drawing will

be introduced. The module also explores various employment opportunities and career pathways

within the media make-up and hairdressing industry.

4. Pre-requisite modules or specified entry requirements

Admission to the programme.

3

5. Intended learning outcomes

A. Knowledge and understanding Learning and teaching strategy

At the end of the module, learners will be expected to:

A1 Demonstrate a detailed understanding of essential practical skills and

theoretical knowledge in media hair and make-up artistry, fashion and

theatrical contexts.

Seminars and group and individual tutorials. Presentations and

evaluations.

Assessment will be formative throughout the process and summative

on completion of the tasks.

B. Cognitive skills

Learning and teaching strategy

At the end of the module learners will be expected to:

B1 Analyse, apply and interpret evidence from a variety of sources.


evaluations.



C. Practical and professional skills Learning and teaching strategy


C3 Evidence considered and creative developmental approach to work

related briefs;


evaluations.



4


C6 Professionally produce work collaboratively and communicate in a

manner that reflects individual ideas, skills and career aspirations to sector

specialists and non-specialists.

D Key transferable skills Learning and teaching strategy


D1 Participate effectively in interdependent learning activity and function

effectively as an independent learner;

D2 Actively manage own time and learning and to learn and work

independently and/or collaboratively;

D3 Research, analyse and communicate ideas and concepts clearly using

a range of appropriate methods;

D4 Select and evaluate applications for different tasks within the context

of the discipline.


evaluations.



6. Indicative content.

Students will develop the range of academic skills that will allow them to function within a Higher Education environment. In addition, they will

explore the different employment routes and pathways and understand the types of legislation relevant to the industry. The module also introduces

skills in life drawing and sketching which will underpin artistic development in this and other modules.The module will further allow students to

develop the practical hair and make-up skills necessary to engage in professional practice. The student will understand their skills gaps and will

create a personal development plan to address this. Content will also include, where relevant, Health and Safety and an introduction to the

consideration of ethical and global issues which will be followed up more substantially at a higher level.

5

7. Assessment strategy, assessment methods and their relative weightings

Assessment is through 100% coursework consisting of two tasks which satisfy all of the intended Learning Outcomes. Students should use the

standard APA referencing system where necessary.

Task 1 will be a personal and professional development plan with appropriate appendices including examples of design, illustration and

photographs of practical work, which should evidence different skills and employment routes. Task weighting is 75%.

Task 2 will be a formal presentation and peer evaluation of a personal and professional development plan. Task weighting is 25%.

Assessment tasks A1 B1 C3 C6 D1 D2 D3 D4

Task 1 - PDP √ √ √ √ √ √ √

Task 2 - Presentation/Peer evaluation

√ √ √ √ √ √ √

9. Teaching staff associated with the module

Name and contact details

tbc

10. Key reading list

Author Year Title Publisher Location

McMillan, K. Weyers, J. 2012 The Study Skills Book (3rd ed) Pearson London

Buzan, T. 2002 How to Mind Map Thorsons London

Craft, A. 2000

Continuing Professional

Development (2nd ed.)

Routledge

London

https://www.amazon.co.uk/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Dr+Jonathan+Weyers&search-alias=books-uk&field-author=Dr+Jonathan+Weyers&sort=relevancerank

6



Eraut M. 1994

Developing Professional Knowledge and

Competence

Routledge London

Brink-Budgen, R.

2010

Critical Thinking for Students: Learn the

Skills of Analysing, Evaluating and

Producing Arguments.

Begbroke, How To Books

Oxford

Delamar, P.

1994

The Complete Make Up Artist: Working

in Film, Fashion, Television and Theatre

(2nd ed.)

Cengage Learning Vocational

Boston

Gillett, A. Hammond, A. Martala,

M.

2009

Inside Track to Successful Academic

Writing

Pearson

London

Amundsen, T. 2014 Makeup Artist Money Manual: A Simple,

Step-by-step Guide to Your Long

Lasting, Lucrative Career in Wedding

Makeup Artistry.

CreateSpace London

McMillan, K. Weyers, J. 2011 How to Write Dissertations and Project

Reports (2nd ed.)

Pearson London

Cottrell, S. 2011

Critical Thinking Skills: Developing

Effective Analysis and Argument

(Palgrave Study Skills)

Palgrave Macmillan London

11. Other indicative text (e.g. websites)

http://www.allaboutcareers.com/careers/industry/media

https://gothinkbig.co.uk/features/one-career-three-ways-make-up-artist/

https://nationalcareersservice.direct.gov.uk/job-profiles/make-up-artist

http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796

http://www.skillsyouneed.com/learn/study-skills.html

http://www.educationcorner.com/study-skills.html

http://www2.open.ac.uk/students/skillsforstudy/

https://www.amazon.co.uk/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Dr+Jonathan+Weyers&search-alias=books-uk&field-author=Dr+Jonathan+Weyers&sort=relevancerank




http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796

http://www.skillsyouneed.com/learn/study-skills.html

http://www.educationcorner.com/study-skills.html

http://www2.open.ac.uk/students/skillsforstudy/

7

Makeup Artist Magazine

The Artisan Magazine

On Makeup Magazine and OnMakeupMagazine.com

http://www.warpaintmag.com/

A full resource list will be available on the Moodle VLE.

http://onmakeupmagazine.com/


8

MODULE DESCRIPTOR – Creative Make-up


Module title Creative Make-up Level 4



learning hours

200


This module extends and complements the skills practiced in the previous module, an

Introduction to Academic and Professional Development. It also hones professional skills and

knowledge in the application of suitable creative make-up techniques and styling models for a

variety of media.


This module aims to develop practical and creative make-up application skills and styling

techniques to ensure to achieve the final look is appropriate for a range of still and moving

images. This could include creating make-up for theatre, film/TV, fashion shows, drama and

musical theatre.



9




A1 Demonstrate a detailed understanding of essential practical and


theatrical contexts;

A3 Plan, undertake and evaluate a negotiated, self-managed vocational

industry related project.

Workshops/studio time. Presentations and evaluations.



B. Cognitive skills



B1 Analyse, apply and interpret evidence from a variety of sources;

B3 Identify key areas of problems and choose appropriate tools/methods

for their resolution in a considered manner, in a variety of settings,

circumstances and environments found within the fashion, theatrical,

media hair and makeup industries.






C4 Fulfil creative briefs by applying confident use of relevant equipment,

skills and processes to meet a given requirement;


10
















of the discipline.





This module will allow students to develop their practical make-up application skills and artistic styling techniques to enable them to succeed within

the media make-up industry. They will research, plan and produce a variety of creative make-up applications and style the model as appropriate

for a range of different media and performance settings.

11



standard APA referencing system where appropriate.

Task 1 will be the practical application of make-up artistry captured in a selection of black and white or colour photographic images, appropriate to

the contexts explored. Task weighting is 75%.

Task 2 will be a presentation of the selected pictures and a self-evaluation addressing the planning process and outcomes. Task weighting is 25%.

Assessment tasks A1 A3 B1 B3 C4 C6 D1 D2 D3 D4

Task 1 - Practical √ √ √ √ √ √ √ √ √

Task 2 - Presentation/Evalua-tion

√ √ √ √ √ √ √ √



TBC



Davis, G. and Hall, M. 2012 The make-up artist

Handbook: Techniques for

Film, television,

Photography and Theatre

(2nd ed.)

Focal Press Oxford

Nguyen-Grealis, L. 2015 Art and Make-up Laurence King Publishing London

12



Academy of Freelance Make-up 2013 Makeup is Art:

Professional Techniques

for Creating Original Looks

Carlton Books London

Siegel, E. 2008 The Fashion Photography

Course

Thames and Hudson London

Delamar, P.

1994 The Complete Make Up

Artist: Working in Film,

Fashion, Television and

Theatre (2nd ed.)

Cengage Learning Vocational Boston

Rojas, J. 2016 Photographing Men:

Posing, Lighting, and

Shooting Techniques for

Portrait and Fashion

Photography

Peachpit Publishing San Francisco

Doorhof, F. 2013 Mastering the Model

Shoot: Everything a

Photographer Needs to

Know Before, During, and

After the Shoot

New Riders Publishing Berkeley



www.thebritishfashioncouncil.co.uk

www.vogue.co.uk

http://fashot.com

www.londonfashionweek.com

www.elle.com

www.harpers.org

www.mud.edu

http://www.thebritishfashioncouncil.co.uk/

http://www.vogue.co.uk/

http://fashot.com/

http://www.londonfashionweek.com/

http://www.elle.com/

http://www.harpers.org/

http://www.mud.edu/

13

www.fashion.photogrist.comwww.fashion.photogrist.comwww.fashion.photogrist.comwww.fashion.photogrist.com

Harper’s Magazine

Make-up Artist Magazine

Fashion Magazine

Artisan Magazine

Vogue Magazine

Elle Magazine

WarPaint Magazine

http://www.fashion.photogrist.com/

14

MODULE DESCRIPTOR – Creative Hairstyling


Module title Creative Hair Styling Level 4


Module type Taught Notional learning hours

200


The purpose of this module is to provide the student with the necessary skills to research, design

and produce creative hair styles to meet the requirements of specific design briefs and achieve

a total look. This will build on the skills learned in the previous module, An Introduction to

Academic and Professional Development.


This module aims to develop both research and practical hairdressing skills through planning,

creating and evaluating a range of creative hair styles, using a variety of styling, dressing and

finishing techniques to achieve the final look.



15












B. Cognitive skills Learning and teaching strategy

















16














of the discipline.





This module will allow the student to develop practical, professional and creative hairdressing skills to enable them to succeed within the Make-up

industry. They will research, design, plan and create a range of creative hair styles, using a variety of styling, dressing and finishing techniques to

achieve the final look. The collection of creative hair styles will then be evaluated.

17




Task 1 will be the planning, design and execution of 3 creative hair styles. Task weighting is 75%.

Task 2 will be an evaluative report on the collection of hairstyles and the planning process involved. Word count 750-1000 words. Task weighting

is 25%.


Task 1 - Practical √ √ √ √ √ √ √ √ √

Task 2 - Evaluation √ √ √ √ √ √ √ √



tbc



Braisdell, B and Lenard, J. 2011 The Hair and Make-up

Artist's Handbook A

Complete Guide to

Professional Qualifications

Hodder Education London

Reilly, D. 2013 Hair Extensions Additions

and Integrations

Cengage Andover

Spencer, K. 2009 Stage and Screen

Hairstyles

Methuen Drama London

18



Kremer, G 2004 The Art of Dressing Long

Hair

Cengage Andover

McLean, A (ed.) 2016 Costume, make-up and

Hair: behind the Silver

Screen

I.B.Tauris London

Delamar, P.




Theatre (2nd ed.)


Ruskai,, M and Lowery, A. 2015 Wig Making and Styling: A

Complete Guide for

Theatre & Film (2nd ed.)

Focal Press Oxford



www.wella.co.uk

www.lorealprofessionnel.co.uk

www.balmainhair.com

www.londonfashionweek.co.uk


www.nationalmediamuseum.org.uk

www.hji.co.uk


Hairdressers Journal

Artisan Magazine

Vogue Magazine

WarPaint Magazine

http://www.wella.co.uk/

http://www.lorealprofessionnel.co.uk/

http://www.balmainhair.com/

http://www.londonfashionweek.co.uk/


http://www.nationalmediamuseum.org.uk/

http://www.hji.co.uk/

19

MODULE DESCRIPTOR – Fashion, Haut Couture and

Photographic Make-up


Module title Fashion, Haut Couture and Photographic Make-

up

Level 4



learning hours

200


The purpose of this module is to provide the student with the necessary professional skills and

knowledge to research, design and apply suitable make-up techniques appropriate for fashion,

haut couture and photographic media. This unit will build on the skills developed in the Creative

Make-up and Creative Hairstyling units.


This module aims to develop the research, design and application of practical make-up

application skills to ensure students achieve a final look which meets the design brief and is

appropriate for the fashion and photographic industry, including haut couture. It also introduces

skills in life drawing and sketching which will underpin artistic development in this and other

modules.



20












B. Cognitive skills


















21














of the discipline.





This module will allow the student to develop their practical make-up application skills and styling techniques and enable them to succeed within

the fashion and photographic industry, including haut couture. They will research, design, plan and create a variety of make-up applications and

then will style the final look, for fashion, haut couture and photographic briefs. They will respond to a set brief, research and plan an effective

response, produce a mood board which will be a composition containing images, text, colour and product samples, costings and a rationale, finally

producing the make-up application on a model, the process and results of which will be recorded.

22



standard APS referencing system where appropriate.

Task 1 will be the planning, design and practical application of a mood board and up to 5 photographic images of the completed look. Task weighting

is 75%.

Task 2 will be a presentation and evaluation of the mood board and photographs to tutors and peers. Task weighting is 25%.


Task 1 - Practical √ √ √ √ √ √ √ √ √

Task 2 - Presentation/Evaluation

√ √ √ √ √ √ √ √



TBC



Delamar, P.




Theatre (2nd ed.)


23



Braisdell, B and Lenard, J. 2011 The Hair and Make-up

Artist's Handbook A

Complete Guide to





Film, television,

Photography and Theatre

(2nd ed.)

Focal Press Oxford

Eldridge, L. 2015 Face Paint: The Story of

Make-up

Abrams Inc. New York


Academy of Freelance Make-up 2013 Makeup is Art:

Professional Techniques

for Creating Original Looks

Carlton Books London

Siegel, E. 2008 The Fashion Photography

Course

Thames and Hudson London

Derrick, R 2004 Unseen Vogue: The Secret

History of Fashion

Photography

Little, Brown Book Group London


A full resource list will be made available on the Moodle VLE.


www.vogue.co.uk

http://fashot.com


www.elle.com



http://fashot.com/



24

www.harpers.org


www.vam.ac.uk

www.mud.edu

Harper’s Magazine


Fashion Magazine

Artisan Magazine

Vogue Magazine

Elle Magazine

WarPaint Magazine

Illusion Magazine



http://www.vam.ac.uk/

http://www.mud.edu/

25

MODULE DESCRIPTOR – Period Make Up


Module title Period Make Up Level 4



learning hours

200


The purpose of this module is to provide the student with the necessary skills to research, plan

and create a series of period make-up looks to meet the requirements of specific set briefs from

selected historical eras. This module builds on skills developed in Semester One and

complements the Historical Hair Styling module.


This module aims to allow students to research, develop and demonstrate practical make up

application skills through planning, creating and evaluating a range of period looks, using a

variety of techniques appropriate to specified eras.



26





























27





D. Key transferable skills Learning and teaching strategy









of the discipline.





This module will allow the student to develop practical, professional period make up application skills to enable them to succeed within the Make-

up industry. They will research, plan and create a range of make-up and hairstyles appropriate to different eras, using a variety of techniques to

achieve the final collection of period make-ups which will then be presented and evaluated. This will complement the skills developed in Historical

Hair Styling.

28




Task 1 will be the planning and practical application of a collection of 3 period looks for exhibition. Task weighting is 75%.

Task 2 will be an industrial professional and tutor led evaluation of the collection of period make up looks. Task weighting is 25%.


Task 1 - Practical √ √ √ √ √ √ √ √ √




TBC



Spencer, K. 2009 Period Make-up for Studio,

Stage and Screen: A

Practical Reference for

Actors, Models, Make-up

Artists, Photographers,

and Directors.


Eldridge, L. 2015 Face Paint: The Story of

Make-up.

Abrams Inc. New York

29





Film, Television,

Photography and Theatre.

(2nd ed.)

Focal Press Oxford

Corson, R. 2016 Stage Make-up. (10th ed.) Routledge Abingdon

Thompson, P. and Romero, G. 2008 Character Make-up. Make-up Designory Burbank

Delamar, P.




Theatre (2nd ed.)


Braisdell, B. and Lenard, J. 2011 The Hair and Make-up

Artist's Handbook A

Complete Guide to



11. Other indicative texts (e.g. websites)




www.vam.ac.uk

www.mud.edu

www.themakeupgallery.info


Artisan Magazine

Vogue Magazine

WarPaint Magazine

Illusion Magazine




http://www.mud.edu/

http://www.themakeupgallery.info/

30

MODULE DESCRIPTOR – Historical Hair Styling


Module title Historical Hair Styling Level 4



learning hours

200


The purpose of this module is to provide the student with the necessary skills to research, plan

and produce historical hair styles to meet the requirements of given briefs from selected historical

eras. This module builds on skills developed in Semester One and complements the Period

Make-up module.


This module aims to develop both research and practical hairdressing skills through planning,

creating and evaluating a range of historical hair styles, using a variety of styling, dressing and

finishing techniques appropriate to specified eras.



31



















Workshops/studio time .Presentations and evaluations.










32














of the discipline.





This module will allow students to develop practical, professional historical hairdressing skills to enable them to succeed within the Make-up industry.

They will research, plan and create a range of hair styles appropriate to different eras, using a variety of styling, dressing and finishing techniques

using natural and synthetic hair to achieve the final collection of historical hair styles which will be presented and evaluated. This will complement

the skills developed in Period Make-up.

33




Task 1 will be the planning and practical application of a collection of 3 historical hair styles for exhibition. Task weighting is 75%.

Task 2 will be an evaluation of the collection of hairstyles in front of an industry professional, tutors and peers. Task weighting is 25%.


Task 1 - Practical √ √ √ √ √ √ √ √ √




tbc



Delamar, P.




Theatre (2nd ed.)


Lowery, A. 2013 Historical Wig Styling:

Victorian to the Present

Focal Press Oxford


Hairstyles


34



Corson, R. 2005 Fashions in Hair: The First

Five Thousand Years (8th

ed.)

Peter Owen Ltd London

Ruskai, M. and Lowery, A. 2015 Wig Making and Styling: A

Complete Guide for

Theatre and Film (2nd ed.)

Focal Press Oxford

Spencer, K. 2009 Period Hairstyles for

Studio, Stage and Screen:

A Practical Reference for

Actors, Models, hair

stylists, Photographers,

stage managers and

Directors






www.vam.ac.uk

www.hji.co.uk

www.sassoon.com

www.thehistoryofthehairsworld.com



Artisan Magazine

Vogue Magazine

WarPaint Magazine





http://www.sassoon.com/

http://www.thehistoryofthehairsworld.com/

35

MODULE DESCRIPTOR – Freelance & Career Progression


Module title Freelance & Career Progression Level 5



200


This module builds upon the Introduction to Academic and Professional Skills module at Level 4

and further prepares the student for career progression and employment. It allows the student

to research career pathways including preparing for freelance work, self-employment or as an

employee. This module will create a platform for the personal and professional skills required at

Level 6 and in employment.


This module aims to explore and further prepare the student for various employment

opportunities and career pathways within the media make-up and hairdressing industry. They

will research the skills and techniques necessary to succeed in corporate, fashion, tv, film and

theatre work.


Satisfactory completion of Level 4.

36




A1 Demonstrate a detailed understanding of essential theoretical

knowledge in media hair and make-up artistry, fashion and theatrical

contexts;

A2 Critically review a range of ideas, context and frameworks associated

with the fashion, theatrical, hair and media make-up industries;




evaluations.






B4 Demonstrate intellectual and creative flexibility and openness to new

ideas, contexts and approaches related to fashion, theatrical and media

hair and make-up industries.


evaluations.



37



C1 Act with increasing autonomy with reduced need for supervision and

directives within defined guidelines;

C3 Evidence considered and creative developmental approach to work

related briefs;





evaluations.












of the discipline.


evaluations.



38


The students will develop their understanding of and research a range of employment routes and pathways and allow them to prepare for work as

a freelance artist or employee in the wider industry. There will be a series of lectures covering topics such as:

the entrepreneurial skills of communication,

self-reliance and networking techniques to market their talent

the use of social media,

professional Curriculum Vitae and letter of introduction,

interview techniques,

good business practice

professional etiquette.

These will encourage and assist the student in developing a richer understanding of their potential career path and its requirements.




Task 1 will be an illustrated blog evidencing their growing awareness of the requirements of business and professional employment. Task weighting

is 25%.

Task 2 will be a professional pitch to a set client brief. Evidence which has been formatively evaluated throughout the module should inform the

content of the pitch. Task weighting is 75%.

39

Assessment tasks A1 A2 A3 B1 B4 C1 C3 C6 D1 D2 D3 D4

Task 1 - Professional blog

√ √ √ √ √ √ √ √ √ √

Task 2 - Presentation/Peer evaluation

√ √ √ √ √ √ √ √



tbc



Craft, A.

2000

Continuing Professional

Development (2nd ed.)

Routledge. London

Eraut, M.

1994

Developing Professional

Knowledge and

Competence

Routledge.

London

Delamar, P.

1994

The Complete Make Up



Theatre (2nd ed.)


Boston

Ilasco, C.

2010 Creative, Inc.: The

Ultimate Guide to Running

a Successful Freelance

Business

Chronicle Books San Francisco

40



Cottrell, S. 2015 Skills for Success:

Personal Development and

Employability (Palgrave

Study Skills)


Houghton, R. 2012 Blogging for Creatives Ilex Press London

Amundsen, T.

2014 Makeup Artist Money

Manual: A Simple, Step-

by-step Guide to Your

Long Lasting, Lucrative

Career In Wedding

Makeup Artistry

CreateSpace

London


A full resource list will be available on the Moodle VLE







On Makeup Magazine and OnMakeupMagazine.com



41

MODULE DESCRIPTOR – Professional Practice 1


Module title Professional Practice 1 Level 5


Module type Work Related Learning Notional

learning hours

200


The purpose of this module is to introduce the student to the opportunity of developing a

professional portfolio, contextualising it with ethical, political and historical frameworks taught in

Practice in Context. This module builds on the Freelance and Career progression module at

Level 5 and the Academic and Professional Development at Level 4. It also provides an excellent

progression to Professional Practice 2 and Contextual Studies at Level 6 as well as the Final

Major Project.


This module introduces the concept of the professional portfolio and offers a broader context for

the requirements of the sector. It also aims to encompass ethical and legal issues which will

impact upon creative practice in media make-up artistry. The portfolio creates a springboard for

the fuller development of this at Level 6.



42




A1 Demonstrate detailed knowledge of essential theoretical knowledge in

Fashion, Theatrical and Media Hair and Make-up contexts;

A2 Critically review a variety of ideas, context and frameworks associated

with the Fashion, Theatrical, Hair and Media Make-up industry.

Workshops, work related activity, work based learning.

Formative feedback will be provided throughout the module,

summative feedback on completion of the tasks.

B. Cognitive skills



B2 Employ balanced, logical and supported argument in order to explore

facets of practice, within the Fashion, Theatrical and Media Hair and

Makeup industry;


ideas, contexts and approaches related to Fashion, Theatrical and Media

Hair and Make Up industries.


Formative feedback will be provided throughout the module,

summative feedback on completion of the tasks.



C1 Act with increasing autonomy with reduced need for supervision and directives within defined guidelines;


43


C2 Operate ethically in situations of varying complexity and predictability requiring the application of a wide range of techniques, approaches and skills associated with the Fashion, Theatrical and Media Hair and Makeup industry.

Formative feedback will be provided throughout the module, summative feedback on completion of the tasks


At the end of the module, learners will be expected to

D1 Participate effectively in interdependent learning activity and function effectively as an independent learner; D2 Actively manage own time and learning and to learn and work independently and/or collaboratively.

Workshops, work related activity, work based learning. Formative feedback will be provided throughout the module, summative feedback on completion of the tasks


This module will introduce the concept of the portfolio and its utilisation within the industry to gain employment. The content will vary according to

individual student interests but will include:

portfolio creative guidelines;

how to group by medium, subject and technique;

hard copy and digital portfolios;

how to present a portfolio;

creative practical and academic content (ethical/cultural issues);

content including photographs of finished and unfinished pieces of work, observational pieces, selected artefacts and illustrations,

supplementary articles and publications, peer portfolio review.

44




Task 1 will be a body of work comprising a portfolio with annotated evidence. Task weighting is 70%.

Task 2 will be a 15 minute presentation of the portfolio to peers and staff with question and answer session included. Task weighting is 30%.

Assessment tasks A1 A2 B2 B4 C1 C2 D1 D2

Task 1 - Portfolio √ √ √ √ √ √ √ √

Task 2 - Presentation

√ √ √ √ √ √ √



TBC



Hodgson, S. 2010 Brilliant Answers to Tough Interview

Questions

Pearson London

Cottrell, S. 2015 Skills for Success: Personal

Development and Employability


Rook, S.

2013 The Graduate Career Guidebook:

Advice for Students and Graduates

on Careers Options, Jobs,


45



Volunteering, Applications, Interviews

and Self-employment

Innes, J. 2012 The Interview Question & Answer

Book: Your definitive guide to the

best answers to even the toughest

interview questions: Your definitive

guide to even the toughest interview

questions

FT Press London

Jaen, R.

2011 Show Case: Developing, Maintaining,

and Presenting a Design-Tech

Portfolio for Theatre and Allied Fields

Focal Press Massachusetts

Atkinson, M. 2012 How to create your final collection: a

fashion student’s handbook

Laurence King London



https://gothinkbig.co.uk

http://creativeskillset.orghttp://creativeskillset.org

https://www.prospects.ac.uk

http://www.skillsyouneed.comhttp://www.skillsyouneed.com

Broadcast- UK TV and Radio industry newspaper

Televisual – magazine for broadcast and production industry

The Make-Up Artist Magazine

https://gothinkbig.co.uk/

http://creativeskillset.org/

https://www.prospects.ac.uk/

http://www.skillsyouneed.com/

46

MODULE DESCRIPTOR – Media Make-up in Context


Module title Media Make-up in Context Level 5

Module tutor tbc Credit value 20


200


This module asks students to step outside their specialism and consider it from a broader

perspective. It builds on learning from the Level 4 module an Introduction to Academic and

Professional Development and prepares students for the critical Contextual Studies at Level 6.

It encourages an investigation into theoretical and professional areas that are broader in their

philosophical and aesthetic dimension. It also requires a critical evaluation of areas of study that

will in turn enhance creative artistry and practice and refine students’ ability to present

information in an academic and formal context.


This module aims to explore the concepts of design, aesthetics and visualisation in forms such

as film, television, the performing arts, fashion and photography. Through careful in-depth study

of a variety of media and visual texts, it asks what we mean by the concepts of “art” and “artistry”,

how we frame our approaches to them, whilst also exploring the chronological developments in

hair and beauty within these creative areas thus placing make up artistry within a critical context.

It aims to help students appreciate how techniques have changed through time according to the

needs of the media forms they serve.



47




A5: Demonstrate comprehensive, detailed knowledge and understanding

of complex theories, concepts, contexts and principles relevant to the

media make up industry.

Lectures, seminars and group/individual tutorials.

Formative assessment will be provided throughout the module,

summative assessment will be provided on completion of the tasks.

B. Cognitive skills



B1: Analyse, apply and interpret evidence from a variety of sources;

B2: Employ balanced, logical and supported argument in order to explore

facets of practice, within the fashion, theatrical and media hair and makeup

industry;






D2: Actively manage own time and learning and to learn and work


D3: Research, analyse and communicate ideas and concepts clearly using

a range of appropriate methods.




48


This module will explore major philosophical theories and concepts of art and artistry encouraging students to question and challenge their

applications and contexts. A variety of texts from film and television, photography, fashion and the performing arts will be used for close and detailed

study: texts will vary in order to maintain currency and according to the main interests of the cohort but investigative approaches will include:

Semiotics – codes and codification, making meaning and interpretation

Aesthetics – global and national

Narrative – storytelling and adaptation, mise-en-scène, narrative and the power of visual art

Authorship – creating ownership and meaning in a body of work, auteur or brand

History and society – how approaches change over periods of time and in specific years or decades (diachronic and synchronic)

Essays and posters could include (but not be limited to), for example generic, auteurist, comparative or historical period analysis such as:

An analysis and appraisal of issues for media make up artistry of the adaptation from a classical British Shakespearean play e.g. The

Tempest or A Midsummer Night’s Dream to a futuristic presentation for a multicultural society.

A critical study of the work of a particular make-up/sfx artist either within one genre or across genres or historical periods, or such as:

Michelle Burke – whose films include Quest for Fire (1981) Austin Powers: The Spy Who Shagged Me (1999), Minority Report (2002),

Mission Impossible: Ghost Protocol (2011), and Oblivion (2013).

Stan Winston – whose films include Edward Scissorhands (1991), Batman Returns (1992) Big Fish (2003) Terminator 2: Judgement Day

(1991), Aliens (1986), Jurassic Park (1993), Avatar (2009) and Shutter Island (2010).

Richard Taylor - whose films include Lord of the Rings trilogy (2000-2003), District 9 (2009), Elysium (2013), Cleverman (TV, 2016).

49


This module is assessed by two coursework tasks which satisfy all of the intended Learning Outcomes. Students should use the standard APA

referencing system where appropriate.

Task 1: An academic essay (2500 words) on a negotiated critical and aesthetic topic - 60% weighting.

Task 2: An academic poster contextualising an aspect of media make up artistry (an A3 size body of work) – 40% weighting.

8. Mapping of assessment tasks to learning outcomes

Assessment tasks

Learning outcomes

A5 B1 B2 D2 D3

Task 1 - Essay √ √ √ √ √

Task 2 - Academic poster

√ √ √



tbc



Aristotle 2017 The Poetics (trans. Ingram

Bywater)

CreateSpace Independent Publishing

Platform.

Berger, J. 1990 Ways of Seeing BBC/Penguin Harmondsworth

Bordwell, D. and Thompson, K. 2016 (or

latest

edition)

Film Art: An Introduction

(11th ed.)

McGraw-Hill London

50


Texts will vary according to student interest but a full reading list will be available on the Moodle VLE. Students should make full use of the visual

material available on BOB National. Suggested books and other materials include:

Barthes, R. (1993) Camera Lucida: Reflections on Photography. London: Vintage Classics.

Bazin, A. (2004) What is Cinema? Vols. 1 and 2. (2nd rev. ed.) London: University of California Press.

Benjamin, W. and Leslie .E. (2015) On Photography. London: Reaktion Books.

Elam, K. (2002) The Semiotics of Theatre and Drama. (2nd ed.) London: Routledge.

Hall, S. (2013) Representation: Cultural Representations and Signifying Practices. (2nd ed.) London: Sage.

Jung, C.G. (2013) Man and his Symbols. London: Important Books.

Levi-Strauss, C. (1995) Myth and Meaning: Cracking the Code of Culture. New York: Pantheon Books.

Murray, S. (2012) The Adaptation Industry: the Cultural Economy of Contemporary Literary Adaptation. London: Routledge.

Propp, V. (2015) Morphology of the Folktale. (2nd ed.) (reprint) Eastford CT: Martino Fine Books.

Tain L., (2014) Portfolio Presentation for Fashion Designers: Design and Presentation. London: Bloomsbury/Fairchild.

Turner, C. and Behrndt, S. (2016) Dramaturgy and Performance. (rev. ed.) Basingstoke: Palgrave Macmillan.

Zipes, J. (2013) The Irresistible Fairy Tale: The Cultural and Social History of a Genre. Princeton: Princeton University Press.

Macbeth (Kurzel, 2016)

Macbeth (Goold, 2011)

Macbeth (Polanski,1971)

The Tempest (Taymor, 2011)

The Tempest (Gorrie, 1980)

The Tempest (Jarman,1979)

SFX Magazine

Cinefex

VFX

Make up Artist Magazine https://makeupmag.com/

https://makeupmag.com/

51

MODULE DESCRIPTOR – Specialist Skills in Hair and Make-up


Module title Specialist Skills in Hair and Make-up Level 5



learning hours

200


The purpose of this module is to broaden knowledge of specialist skills in hair and make-up used

to create precise and accurate renditions of historical, contemporary and futurist/fantastical

characterisation. This module builds on the practical hair and make-up skills developed in Level

4 and refines the creative and artistic decisions made in the vanguard of practice.


This module aims to develop specific practical skills used in classical, contemporary/avant-garde

and futuristic performances. The module will include both analogue and digital practice and how

they can be synthesised, notably in film and television performances.



52





























53














of the discipline.





This module will allow the student to develop specific skills in wigs and hair pieces, basic prosthetics, camouflage techniques and body art and may

include Photoshop (or similar software) and other digital enhancement techniques in CGI/SFX. According to class interest, students will be assisted

in the negotiation of a selected area of study and its development into a body of work.

54




Task 1 will be a negotiated, illustrated project. Word count 2000. Task weighting is 50%.

Task 2 will be an artefact/visualisation representing the summation of the project. Task weighting is 50%.


Task 1 - Project √ √ √ √ √ √ √ √ √ √

Task 2 - Artefact √ √ √ √ √ √ √ √ √



tbc



Delamar, P.




Theatre (2nd ed.)


Lowery, A. 2013 Historical Wig Styling:

Victorian to the Present

Focal Press Oxford


Hairstyles


55



Corson, R. 2005 Fashions in Hair: The First

Five Thousand Years (8th

ed.)

Peter Owen Ltd London

Ruskai, M. and Lowery, A. 2015 Wig Making and Styling: A

Complete Guide for

Theatre and Film (2nd ed.)

Focal Press Oxford

Spencer, K. 2009 Period Hairstyles for

Studio, Stage and Screen:

A Practical Reference for

Actors, Models, hair

stylists, Photographers,

stage managers and

Directors


Swinfield, R. 1995 Stage Make-up: Step by

Step

Betterway Books Cincinnati

Corson, R., Norcross, B.G. and

Glavan, J.

2016 Stage Make-up (10th ed.) Routledge Abingdon

Reilly, D. 2013 Hair Extensions Additions

and Integrations.

Cengage Andover

McLean, A. (ed.) 2016 Costume, Make-up and

Hair.

I B Taurus London


A full list of resources will be available on the Moodle VLE.



www.vam.ac.uk

www.hji.co.uk

www.sassoon.com

www.thehistoryofthehairsworld.com





http://www.sassoon.com/

http://www.thehistoryofthehairsworld.com/

56



Artisan Magazine

Vogue Magazine

WarPaint Magazine

57

MODULE DESCRIPTOR – Showcase Event


Module title Showcase Event Level 5


Module type Project Notional learning hours

400


This module offers students the opportunity to design, plan, participate in and reflect upon a

collaborative event to showcase their media make-up and hair artistry skills. This module will

build on and further develop the practical hair and make-up skills learned at Level 4 and those

in Theatrical Hair and Make-up at Level 5. It will also prepare students for the Final Major Project

at Level 6 where they will be required to work in a more autonomous fashion and to take strategic

risks.


This module provides the opportunity to showcase the student’s media make-up and hair artistry

skills through the planning and production of a collaborative event. Students will develop

practical skills in designing, developing and producing an event working as a team. The event

will be for an external audience and meet an agreed brief to allow the students to showcase

their practical hair and media make-up skills. Following the event the students will have the

opportunity to reflect on the production.


Successful completion of Level 4.

58




A1 Demonstrate a detailed understanding of essential theoretical

knowledge in media hair and make-up artistry, fashion and theatrical

contexts;



Individual and group tutorials, workshops/studio time.

Formative feedback will be given throughout, and summative feedback

on completion of the event and the reflective journal/blog.







media hair and makeup industries;

B5 Demonstrate the ability to re interpret narratives and to conceptualise

design ideas into a proposal and develop a strategy to fully realise the

design concept through research.






C1 Act with increasing autonomy with reduced need for supervision and

directives within defined guidelines;


59


C2 Operate ethically in situations of varying complexity and predictability

requiring the application of a wide range of techniques, approaches and

skills associated with the fashion, theatrical and media hair and makeup

industry;




manner that reflects individual ideas, skills and career aspirations to

sector specialists and non-specialists.









D3 Research, analyse and communicate ideas and concepts clearly

using a range of appropriate methods;


of the discipline.




60


Students will undertake the production of a showcase event, and alongside this, create a journal, blog or similar piece of reflective analysis.

The Showcase Event will give the students the opportunity to demonstrate the practical skills developed through Levels 4 and 5 whilst working

collaboratively and in synergy with learners on Media, Performing Arts, and Fashion and Photography degree courses. They will negotiate a brief

to confirm the format and content of the event. This is an extremely functional unit allowing the student to encounter and apply the necessary

planning and organisational skills necessary to produce such a technically complex event. Students will learn how to organise, plan, budget, cost,

resource the event within political and legislative contexts.


Assessment is by 2 tasks and is 100% coursework which satisfy all of the intended Learning Outcomes. Students should use the standard APA

referencing system where appropriate. Students will receive formative assessment on the preparation/planning and summative assessment on the

completion of the event.

Task 1 is the execution of the showcase event. Task weighting is 75%.

Task 2 is a critically reflective journal/blog of 750 words. Task weighting is 25%.


Assessment tasks

Learning outcomes

A1 A3 B1 B3 B5 C1 C2 C4 C6 D1 D2 D3 D4

Task 1 - Showcase Event

√ √ √ √ √ √ √ √ √ √ √

Task 2 - Reflective Blog

√ √ √ √ √ √ √ √ √

61



TBC



Everett, J. and Swanson, K. 2013 Guide to Producing a

Fashion Show

Bloomsbury London


Delamar, P.




Theatre (2nd ed.)


Berger, J. 2008 Ways of Seeing Penguin London

Stewart, B. 2014 Fashion Show Secrets : A

Step by step guide to how

to plan a fashion show

Create Space Luxembourg



Film, television,


(2nd ed.)

Focal Press Oxford




www.designcouncil.org.uk

www.vogue.co.uk


http://www.designcouncil.org.uk/


62

http://fashot.com


www.elle.com

www.harpers.org


www.mud.edu

Harper’s Magazine


Fashion Magazine

Artisan Magazine

Vogue Magazine

Elle Magazine

WarPaint Magazine

Illusion Magazine

http://fashot.com/





http://www.mud.edu/

63

MODULE DESCRIPTOR – Critical and Contextual Studies


Module title Critical and Contextual Studies Level 6



200


This module builds on learning from the Level 5 module Media Make up in Context, deepening

knowledge of how global, multi-cultural, socio-economic and political frameworks and occidental

and oriental notions of beauty, philosophy and ideology differ and/or collide and/or combine in a

globalised world. It links to Professional Practice 2 and contextualises and consolidates the

enquiry based learning in both that and the Major Project.


The module aims to contextualise students’ awareness of how critical and cultural concepts

impact upon their practice, and allows them to research and write an extended essay in a

specialist area of their choice. It links to the Level 6 Professional Practice 2 and can be linked to

the Major Project, depending upon the students’ selected topics.



64




A5: Demonstrate comprehensive, detailed knowledge and understanding


media make up industry.

Seminars, formative presentations and individual tutorials.





B1: Analyse, apply and interpret evidence from a variety of sources;

B2: Employ balanced, logical and supported argument in order to explore

facets of practice, within the fashion, theatrical and media hair and makeup

industry.






D1: Actively manage own time and learning and to learn and work


D2: Research, analyse and communicate ideas and concepts clearly using

a range of appropriate methods.




65


Content will vary according to individual student interests. Students will further their research and academic writing skills, utilising qualitative and

quantitative research methodologies, undertaking a literature review and writing an extended academic essay in a specialist area of their own

selection. This could be connected to the final major project if desired, but is not limited by it. Seminar topics will include

Advanced research methods (data, statistics, research methodologies);

Creating a Literature Review;

The identification, critical analysis and implementation of appropriate professional, theoretical or methodological approaches;

Devising and sustaining an argument, supported by valid/significant evidence;

Anthropology – totems, tokens and taboos, psychology and story-telling;

Philosophy – ideological standpoints (gendered, cultural and sexual) and concepts in the ancient and modern world;

Modernism and Post Modernism - ways of seeing, perspectives on art;

Although the majority of work will be autonomous learning, students will receive support by offering an essay plan and sample literature review in

the form of an annotated presentation to tutors and peers for formative assessment and feedback, and will be guided throughout the writing process

through individual and group tutorials.

Topics could include, for instance:

an investigation and evaluation of the impact of post-modernism or globalisation on artistic practice in the UK, drawing from cultural critics

such as Baudrillard, Jameson et al.;

an exploration of the new media forms and their impact on media make up artistry – the combination of analogue and digital techniques in

the pro-filmic space from The Abyss (1989) to Deepwater Horizon (2016), for example;

An exploration of sexual and gendered expressions through media make up and mise-en-scène within the context of historical period drama;

The potentials and limits of fantasy media make-up artistry within performing arts and live contexts within an era of convergent media forms.

66


This module is assessed by one task which satisfies all of the intended Learning Outcomes. Students should use the standard APA referencing system throughout. Task 1: Extended Essay – 4000 words, 100% task weighting.


Assessment tasks

Learning outcomes

A5 B1 B2 D2 D3

Task 1 - Extended Essay

√ √ √ √ √



tbc



Barbour, R. S

2007 Doing Focus Groups Sage London

Berger, A.A. 2011 Media Analysis Techniques (4th ed.)

Sage London

Blaxter L., Hughes, C. and Tight, M.

1996 How to Research Open University Press Milton Keynes

67


Texts will vary according to student interest but a full reading list for different topics will be available on the Moodle VLE. Students should also

make use of the visual material available on BOB National. Suggested books and other materials include:

Barthes, R. (1993) Camera Lucida: Reflections on Photography. London: Vintage Classics.

Baudrillard, J. (2016) Simulations. CreateSpace Independent Publishing Platform.

Bazin, A. (2004) What is Cinema? Vols. 1 and 2. (2nd rev. ed.) London: University of California Press.

Benjamin, W. and Leslie .E. (2015) On Photography. London: Reaktion Books.

Dolowitz, D.P., Buckler, S. and Sweeney, F. (2008) Researching Online. London: Palgrave Macmillan.

Elam, K. (2002) The Semiotics of Theatre and Drama. (2nd ed.) London: Routledge.

Hall, S. (2013) Representation: Cultural Representations and Signifying Practices. (2nd ed.) London: Sage.

Jameson, F. and Zizek, S. (ed.). (2016) An American Utopia: Dual Power and the Universal Army. London: Verso.

Jung, C.G. (2013) Man and his Symbols. London: Important Books.

Levi-Strauss, C. (1995) Myth and Meaning: Cracking the Code of Culture. New York: Pantheon Books.

Kristeva, J. (1980) Desire in Language: A Semiotic Approach to Literature and Art. (5th ed.) Oxford: Blackwell.

Murray, S. (2012) The Adaptation Industry: the Cultural Economy of Contemporary Literary Adaptation. London: Routledge.

Propp, V. (2015) Morphology of the Folktale. (2nd ed.) (reprint) Eastford CT: Martino Fine Books.

Savin-Baden, M. and Howell Major, C. (2013) Qualitative Research: The Essential Guide to Theory and Practice. London: Routledge (also

available as eBook)

Tain, L. (2014) Portfolio Presentation for Fashion Designers: Design and Presentation. London: Bloomsbury/Fairchild.

Turner, C. and Behrndt, S. (2016) Dramaturgy and Performance. (rev. ed.) Basingstoke: Palgrave Macmillan.

Zipes, J. (2013) The Irresistible Fairy Tale: The Cultural and Social History of a Genre. Princeton: Princeton University Press.

68

MODULE DESCRIPTOR – Professional Practice 2


Module title Professional Practice 2 Level 6



200


This modules builds on work completed at Level 5 in the Professional Practice 1 module and

supports the Major Project in the second semester of Level 6. The overall approach in the module

is enquiry-based learning complemented by continued portfolio development and the Contextual

Studies module.


This module further enhances the skills needed to become a reflective practitioner, defining,

recording and logging students’ potential career trajectory within a professional and/or industrial

context in the broad range of media make-up and hairdressing artistry and practice.

Simultaneously, its rigorous academic requirements will allow students to practice and develop

their portfolio and presentational skills for a variety of audiences with a view to employment,

education and continuous professional development.



69



A4 Plan, research, undertake and evaluate a negotiated self-managed

major project in the area of media make up;

A5 Demonstrate comprehensive, detailed knowledge and understanding


media make up industry;

A6 Analyse and evaluate the conceptual interrelationships of theory and

practice relevant to media make-up and hairdressing, and the generation

of knowledge in the discipline.

Seminars, individual and group tutorials, directed independent

learning, industrial experience gained in a professional environment or

context.

Students will compile a portfolio of work demonstrating awareness of

the inter-relationship between the industry and their prospective

professional career pathway. They will reflect critically upon the

requirements of the industry and their intended career.


B7 Think and operate in an investigative, imaginative, flexible and

experimental manner;

B8 Think critically, creatively and independently, to make informed critical

judgements and to reflect on own practice;

B9 Critically articulate the creative and conceptual interrelationships

between the components of one’s individual profile and to theorise one’s

practice.



context.








specialists and non-specialists;



context.

70


C7 Operate ethically in complex and unpredictable contexts with the ability

to apply relevant presentational and editorial strategies and to exhibit a

body of work in an appropriate, professional and coherent manner;

C8 Act autonomously with limited supervision or direction within agreed

guidelines demonstrating the ability to realise ideas and concepts through

appropriate creative strategies and visual practices, and thereby to achieve

a coherent body of professional standard self-initiated work.






D9 Reflect critically on your decision-making and practice, and propose

ways in which work may be extended or improved;

D10 Work in flexible, creative and autonomous ways, showing self-

discipline, self-direction and reflexivity.



context.





71


Students will propose and plan a course of action that informs their intended career trajectory, researching and recording professional opportunities

within the creative field of media make up artistry, with the guidance of guest lecturers, employers, and other careers specialists. Identifying and

reflecting upon their personal professional progress, they will prepare and present work at regular intervals to staff and peers. They will articulate a

well-informed critical and analytical relationship between existing media make-up and hairdressing examples, potential audiences and their own

work, demonstrating an enhanced understanding of current and cutting edge practice. Although it is not an assessed requirement for the module,

students are strongly encouraged to seek and take up any opportunities for internships, work experience or WBL. Tutors have extensive experienced

in advising, preparing and assisting students in this process and will provide support throughout the process on an individual basis, as required.

Students will produce a portfolio drawn from their Level 6 work demonstrating an excellent understanding of the industry’s requirements and how

that has informed and enhanced their personal and professional growth. This should comprise a physical and digital portfolio submitted in

combination with a reflective account of their chosen career’s requirements which may take the form of a reflective professional evaluation such as

a journal or similar suitable submission.




Task 1 will be a body of work (portfolio) demonstrating awareness of the inter-relationship between the media make up industry and their chosen

professional career pathway. Task weighting is 75%

Task 2 will be a reflective professional evaluation of 1000 words. Task weighting is 25%.

72


Assessment tasks

Learning outcomes

A4 A5 A6 B7 B8 B9 C6 C7 C8 D9 D10

Task 1 - Portfolio √ √ √ √ √ √ √ √ √ √

Task 2 - Evaluation √ √ √ √ √ √



tbc



Reyna, G M.

2013

How to be a Professional

Makeup Artist: A

Comprehensive Guide for

Beginners

CreateSpace

London

Delamar, P

1994

The Complete Make Up



Theatre (2nd ed.)


Boston

Jaen R 2011

Show Case: Developing,

Maintaining, and

Presenting a Design-Tech

Portfolio for Theatre and

Allied Fields

Focal Press

Massachusetts

Nickel, D.

2012

How to Start a Home-

based Makeup Artist

Business

CreateSpace

London

73


A full list of resources will be available on the Moodle VLE. https://www.portfoliobox.net/

http://myclearstory.com/clearbooks/portfolio-books/

http://www.blurb.co.uk/portfoliobook?utm_source=bing&utm_medium=cpc&utm_campaign=Bing_UK_Portfolios_NonBrand_DesktopTablet_Beta

&utm_term=%2Bcreate%20%2Bportfolio&utm_content=create%20portfolio

https://uk.pinterest.com/explore/portfolio-design-books/

http://careerinmakeup.com/portfolio/

http://www.glossible.com/beauty-business-blog/how-to-build-a-makeup-portfolio

http://www.makeupartistessentials.com/how-to-build-a-makeup-artist-portfolio/



On Makeup Magazine and onmakeupmagazine.com


https://www.portfoliobox.net/

http://myclearstory.com/clearbooks/portfolio-books/

http://www.blurb.co.uk/portfoliobook?utm_source=bing&utm_medium=cpc&utm_campaign=Bing_UK_Portfolios_NonBrand_DesktopTablet_Beta&utm_term=%2Bcreate%20%2Bportfolio&utm_content=create%20portfolio

http://www.blurb.co.uk/portfoliobook?utm_source=bing&utm_medium=cpc&utm_campaign=Bing_UK_Portfolios_NonBrand_DesktopTablet_Beta&utm_term=%2Bcreate%20%2Bportfolio&utm_content=create%20portfolio

https://uk.pinterest.com/explore/portfolio-design-books/

http://careerinmakeup.com/portfolio/

http://www.glossible.com/beauty-business-blog/how-to-build-a-makeup-portfolio

http://www.makeupartistessentials.com/how-to-build-a-makeup-artist-portfolio/


74

MODULE DESCRIPTOR – Minor Project


Module title Minor Project Level 6



200


This module offers students the opportunity to plan, create and reflect upon a small project before

committing to their final major project. It builds on the Media Make up Artistry in Context module

at Level 5 and complements the parallel module at Level 6.


This module provides the opportunity for a practical exploration of contemporary media make

up artistry and the critical contexts in which it operate. Students will develop practical skills in an

area of their choice, designing, developing and producing a small and highly focussed concept

which synthesises and consolidates their philosophical and practical knowledge, demonstrating

an understanding of the contexts in which it was created. It is intended that this will be a separate

topic, discrete to the final major project.



75










Regular seminars, individual and group tutorials with a flexible approach

to both directed and independent learning will accommodate individual

and group aims.

Regular verbal formative feedback will be given. Summative written

feedback will be given on submission of the final project.



B6 Select, research, critically evaluate and reflect upon source material

and ideas in the evolution of one’s own practice;

B8 Think critically, creatively and independently, to make informed critical

judgements and to reflect on own practice.



and group aims.










and group aims.

76






D5 Recognise and evaluate factors which enhance group processes and

team-working, and modify and evaluate own personal effectiveness within

a team/leading a team;

D9 Reflect critically on your decision-making and practice, and propose

ways in which work may be extended or improved.



and group aims.




Students will undertake a small production project, and alongside this, create a journal, blog or similar piece of reflective analysis.

This module allows students to explore a range of contemporary creative media make up artistry practices which demonstrate current thinking,

helping to both define and position the context of their practice in the wider creative community. By expanding your knowledge and understanding

of these cultural contexts and critical debates you will be better positioned to locate your own emerging practice within the context of current and

future thinking. Content will therefore vary according to personal interest, but all students will:

select a particular aspect of the Media Make-up Industry and carry out a small project around this.

carry out a negotiated collaborative brief on an inspirational and creative aspect within the Fashion, Theatrical and Hair and Media Make up

industry

create a journal, blog or similar piece of reflective analysis on how the project has influenced their own practice.

77


Assessment is by 2 tasks and is 100% coursework which satisfy all of the intended Learning Outcomes. Students should use the standard APA

referencing system where appropriate.

Task 1 is the execution of the negotiated minor project equivalent. Task weighting is 80%.

Task 2 is a reflective journal/blog. Word count 800 words. Task weighting is 20%.


Assessment tasks

Learning outcomes

A5 A6 B6 B8 C6 D5 D9

Task 1 - Minor Project

√ √ √

Task 2 - Reflective Blog

√ √ √ √ √ √



TBC



Delamar, P.




Theatre (2nd ed.)


78





Film, television,


(2nd ed.)

Focal Press Oxford


Fashion Show

Bloomsbury London







Glavan, J.



Step



Hair: Behind the Silver

Screen

I.B.Tauris London





www.vogue.co.uk

http://fashot.com


www.elle.com

www.harpers.org


www.mud.edu

79

Harper’s Magazine


Fashion Magazine

Artisan Magazine

Vogue Magazine

Elle Magazine

WarPaint Magazine

Illusion Magazine

80

MODULE DESCRIPTOR – Final Major Project


Module title Final Major Project Level 6


Module type Taught/Project Notional learning hours

600


This module enables students to enter fully into the production process and create a major

specialist work. The intellectual, cultural and creative concerns formulated in previous modules

will be integrated and deployed within the project, and will demand a demonstration of broader

critical awareness and self-reflection, while students work with considerable autonomy towards

the realisation of their chosen project.


The module will allow students to demonstrate their knowledge of and critical thinking about

media make-up and hairdressing artistry and conceive/design outcomes that are innovative,

creative, challenging, inspirational and professional in their ambitions. The planning for the

project will allow for a substantial piece of enquiry-based independent study in a chosen

specialist area. The planning and execution of the project will allow students to demonstrate their

knowledge of and critical thinking about media make up artistry-related briefs currently

encountered in the industry and outcomes that are fit for purpose with regard to the needs of the

client. The project itself will be of the student’s own choosing but there will be a formative

approval process at which the students will receive constructive criticism from peers and staff. If

approved the project will proceed, if not students will be advised and guided towards a more

realistic goal.



81




A4 Plan, research, undertake and evaluate a negotiated self-managed

major project in the area of media make up;









and group aims.






ideas, contexts and approaches related to fashion, theatrical and media

hair and make-up industries;

B5 Demonstrate the ability to re interpret narratives and to conceptualise

design ideas into a proposal and develop a strategy to fully realise the

design concept through research;

B7 Think and operate in an investigative, imaginative, flexible and

experimental manner.



and group aims.



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specialists and non-specialists;

C7 Operate ethically in complex and unpredictable contexts with the ability

to apply relevant presentational and editorial strategies and to exhibit a

body of work in an appropriate, professional and coherent manner;

C8 Act autonomously with limited supervision or direction within agreed

guidelines demonstrating the ability to realise ideas and concepts through

appropriate creative strategies and visual practices, and thereby to achieve

a coherent body of professional standard self-initiated work.



and group aims.










of the discipline;



and group aims.



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D7 Draw on a comprehensive range of techniques to communicate and

develop ideas effectively to a range of stake-holders and target audiences,

including peers, tutors, professionals, and the public;

D10 Work in flexible, creative and autonomous ways, showing self-

discipline, self-direction and reflexivity.


All projects will undergo a formative approval process at which the students will receive constructive criticism from peers and staff. If approved the

project will proceed, if not students will be advised and guided towards a more realistic goal.

The precise content of a project will vary according to the specific aims of the student’s plan but it is likely to include:

A detailed realisation of the rationale and process required to execute this project, working collaboratively and/or independently where

appropriate, to achieve a successful creative outcome;

Strategies for negotiating the creative, technical and intellectual challenges of your production processes, identifying problems including

complex ones, selecting appropriate approaches to solving them;

The project itself and its components.


Assessment is by 100% coursework which satisfied all of the intended Learning Outcomes. Students should use the standard APA referencing

system where appropriate.

There are two tasks:

Task 1 is a practical project, demonstrating the summation of skills and media make-up artistry in the student’s specialist chosen area. Task

weighting 80%.

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Task 2 is a critically reflective evaluation in the form of a report and appendices of drafts and discarded ideas. Word count 1500 words. Task

weighting 20%.


Assessment tasks

Learning outcomes

A4 A5 A6 B4 B5 B7 C6 C7 C8 D1 D2 D4 D7 D10

Task 1 - Project √ √ √ √ √ √ √ √ √ √ √ √ √ √




TBC



Delamar, P.




Theatre (2nd ed.)


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Film, television,


(2nd ed.)

Focal Press Oxford


Fashion Show

Bloomsbury London







Glavan, J.



Step



Hair

I B Taurus London





www.vogue.co.uk

http://fashot.com


www.elle.com

www.harpers.org


www.mud.edu

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Harper’s Magazine


Fashion Magazine

Artisan Magazine

Vogue Magazine

Elle Magazine

WarPaint Magazine

Illusion Magazine

BA (HONS) MEDIA MAKE-UP AND HAIR ARTISTRY MODULE ... Documents/Course... · Inside Track to...

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