Practises to apply makeup and new makeup tecniques and skin care

Art

• The ninth-grader learned about color theory and how to use different shades and tones for makeup application.
• They explored the concept of symmetry and balance in makeup techniques, understanding how to create harmonious looks.
• They practiced fine motor skills and precision when applying makeup, enhancing their dexterity and control.
• They developed an understanding of aesthetics, learning how to enhance facial features through makeup application.

English Language Arts

• The student practiced descriptive writing by articulating the steps and techniques involved in applying makeup, improving their ability to write clear and detailed instructions.
• They explored the language of advertising and marketing, analyzing how makeup products are promoted and learning to critique persuasive language and visuals.
• They examined the history and cultural significance of makeup, potentially leading to research and essay writing on these topics.

History

• The student learned about the historical use of makeup in various cultures and time periods, gaining insight into beauty practices throughout history.
• They explored societal norms and expectations related to appearance, connecting the use of makeup to broader historical contexts.
• They developed an understanding of the evolution of makeup products and techniques over time, connecting historical developments to modern practices.

Music

• The student may have explored makeup looks inspired by different musical genres, understanding the visual and artistic elements of music culture.
• They may have created makeup looks suitable for stage performances, considering how makeup can enhance or reflect the mood of musical pieces.
• They potentially connected with the expressive and creative aspects of makeup application, aligning with the emotional and artistic qualities of music.

Science

• The student learned about the science of skincare, understanding the properties and benefits of different skincare products and ingredients.
• They may have explored the chemistry of makeup, learning about the formulations and interactions of various makeup products.
• They gained knowledge about the anatomy of the skin and how makeup interacts with different skin types, helping them understand the biological aspects of makeup application.

Social Studies

• The student explored beauty standards and ideals across different cultures and societies, gaining a deeper understanding of global perspectives on beauty.
• They may have learned about the social and cultural significance of makeup in different contexts, connecting beauty practices to broader social structures.
• They may have developed awareness of ethical and environmental considerations related to makeup production and usage, reflecting on the social impact of beauty industries.

One creative way for continued development related to this activity is to encourage the student to research and practice makeup techniques from different historical periods or cultures, allowing them to explore the artistic and historical aspects of makeup application.

Book Recommendations

• Face Forward by Kevyn Aucoin: This book provides in-depth guidance on makeup techniques and showcases the transformational power of makeup.
• Skincare: The Ultimate No-Nonsense Guide by Caroline Hirons: With a focus on skincare, this book offers valuable information on maintaining healthy and radiant skin, complementing the makeup practice.
• Beauty in the Middle Ages by Umberto Eco: This historical exploration of beauty practices in the Middle Ages provides insightful context for understanding the historical significance of makeup.