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SHEFFIELD COLLEGE in partnership with
THE OPEN UNIVERSITY
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.
Seminars and group and individual tutorials. Presentations and
evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C3 Evidence considered and creative developmental approach to work
related briefs;
Seminars and group and individual tutorials. Presentations and
evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
4
C. Practical and professional skills Learning and teaching strategy
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
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;
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.
Seminars and group and individual tutorials. Presentations and
evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
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
6
10. Key reading list
Author Year Title Publisher Location
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/
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.
8
MODULE DESCRIPTOR – Creative Make-up
1. 1. Factual information
Module title Creative Make-up 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
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
9
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 and
theoretical knowledge in media hair and make-up artistry, fashion and
theatrical contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
Workshops/studio time. 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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
Workshops/studio time. Presentations and evaluations.
10
C. Practical and professional skills Learning and teaching strategy
C6 Professionally produce work collaboratively and communicate in a
manner that reflects individual ideas, skills and career aspirations to sector
specialists and non-specialists.
Assessment will be formative throughout the process and summative
on completion of the tasks.
D Key transferable skills Learning and teaching strategy
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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
6. Indicative content.
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
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 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
√ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
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
10. Key reading list
Author Year Title Publisher Location
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
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.vogue.co.uk
http://fashot.com
www.londonfashionweek.com
www.elle.com
www.harpers.org
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
14
MODULE DESCRIPTOR – Creative Hairstyling
1. 1. Factual information
Module title Creative Hair Styling 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
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
15
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 and
theoretical knowledge in media hair and make-up artistry, fashion and
theatrical contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
Workshops/studio time. 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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
16
C. Practical and professional skills Learning and teaching strategy
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
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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
6. Indicative content.
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
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 appropriate.
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%.
Assessment tasks A1 A3 B1 B3 C4 C6 D1 D2 D3 D4
Task 1 - Practical √ √ √ √ √ √ √ √ √
Task 2 - Evaluation √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
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
10. Key reading list
Author Year Title Publisher Location
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.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
Ruskai,, M and Lowery, A. 2015 Wig Making and Styling: A
Complete Guide for
Theatre & Film (2nd ed.)
Focal Press Oxford
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.wella.co.uk
www.lorealprofessionnel.co.uk
www.balmainhair.com
www.londonfashionweek.co.uk
www.thebritishfashioncouncil.co.uk
www.nationalmediamuseum.org.uk
www.hji.co.uk
Make-up Artist Magazine
Hairdressers Journal
Artisan Magazine
Vogue Magazine
WarPaint Magazine
19
MODULE DESCRIPTOR – Fashion, Haut Couture and
Photographic Make-up
1. 1. Factual information
Module title Fashion, Haut Couture and Photographic Make-
up
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
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
20
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 and
theoretical knowledge in media hair and make-up artistry, fashion and
theatrical contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
Workshops/studio time. 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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
21
C. Practical and professional skills Learning and teaching strategy
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
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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
6. Indicative content.
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
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 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%.
Assessment tasks A1 A3 B1 B3 C4 C6 D1 D2 D3 D4
Task 1 - Practical √ √ √ √ √ √ √ √ √
Task 2 - Presentation/Evaluation
√ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
Delamar, P.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
23
10. Key reading list
Author Year Title Publisher Location
Braisdell, B and Lenard, J. 2011 The Hair and Make-up
Artist's Handbook A
Complete Guide to
Professional Qualifications
Hodder Education London
Davis, G. and Hall, M. 2012 The make-up artist
Handbook: Techniques for
Film, television,
Photography and Theatre
(2nd ed.)
Focal Press Oxford
Eldridge, L. 2015 Face Paint: The Story of
Make-up
Abrams Inc. New York
Nguyen-Grealis, L. 2015 Art and Make-up Laurence King Publishing London
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
11. Other indicative text (e.g. websites)
A full resource list will be made available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.vogue.co.uk
http://fashot.com
www.londonfashionweek.com
www.elle.com
24
www.harpers.org
www.nationalmediamuseum.org.uk
www.vam.ac.uk
www.mud.edu
Harper’s Magazine
Make-up Artist Magazine
Fashion Magazine
Artisan Magazine
Vogue Magazine
Elle Magazine
WarPaint Magazine
Illusion Magazine
25
MODULE DESCRIPTOR – Period Make Up
1. 1. Factual information
Module title Period Make Up 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
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.
3. Aims of the 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.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
26
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 and
theoretical knowledge in media hair and make-up artistry, fashion and
theatrical contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
Workshops/studio time. 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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
27
C. Practical and professional skills Learning and teaching strategy
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
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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
6. Indicative content.
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
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 appropriate.
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%.
Assessment tasks A1 A3 B1 B3 C4 C6 D1 D2 D3 D4
Task 1 - Practical √ √ √ √ √ √ √ √ √
Task 2 - Evaluation √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
Spencer, K. 2009 Period Make-up for Studio,
Stage and Screen: A
Practical Reference for
Actors, Models, Make-up
Artists, Photographers,
and Directors.
Methuen Drama London
Eldridge, L. 2015 Face Paint: The Story of
Make-up.
Abrams Inc. New York
29
10. Key reading list
Author Year Title Publisher Location
Davis, G. and Hall, M. 2012 The make-up artist
Handbook: Techniques for
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.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
Braisdell, B. and Lenard, J. 2011 The Hair and Make-up
Artist's Handbook A
Complete Guide to
Professional Qualifications
Hodder Education London
11. Other indicative texts (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.nationalmediamuseum.org.uk
www.vam.ac.uk
www.mud.edu
www.themakeupgallery.info
Make-up Artist Magazine
Artisan Magazine
Vogue Magazine
WarPaint Magazine
Illusion Magazine
30
MODULE DESCRIPTOR – Historical Hair Styling
1. 1. Factual information
Module title Historical Hair Styling 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
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.
3. Aims of the 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.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
31
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 and
theoretical knowledge in media hair and make-up artistry, fashion and
theatrical contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
Workshops/studio time. 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;
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.
Workshops/studio time .Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
32
C. Practical and professional skills Learning and teaching strategy
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
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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
6. Indicative content.
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
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 appropriate.
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%.
Assessment tasks A1 A3 B1 B3 C4 C6 D1 D2 D3 D4
Task 1 - Practical √ √ √ √ √ √ √ √ √
Task 2 - Evaluation √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
Delamar, P.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
Lowery, A. 2013 Historical Wig Styling:
Victorian to the Present
Focal Press Oxford
Spencer, K. 2009 Stage and Screen
Hairstyles
Methuen Drama London
34
10. Key reading list
Author Year Title Publisher Location
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
Methuen Drama London
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.nationalmediamuseum.org.uk
www.vam.ac.uk
www.hji.co.uk
www.sassoon.com
www.thehistoryofthehairsworld.com
Make-up Artist Magazine
Hairdressers Journal
Artisan Magazine
Vogue Magazine
WarPaint Magazine
35
MODULE DESCRIPTOR – Freelance & Career Progression
1. 1. Factual information
Module title Freelance & Career Progression Level 5
Module tutor TBC Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Satisfactory completion of Level 4.
36
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 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;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
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;
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.
Seminars and group and individual tutorials. Presentations and
evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
37
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
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;
C6 Professionally produce work collaboratively and communicate in a
manner that reflects individual ideas, skills and career aspirations to sector
specialists and non-specialists.
Seminars and group and individual tutorials. Presentations and
evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
D. Key transferable skills Learning and teaching strategy
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;
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.
Seminars and group and individual tutorials. Presentations and
evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
38
6. Indicative content.
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.
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 appropriate.
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
√ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
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
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational
Boston
Ilasco, C.
2010 Creative, Inc.: The
Ultimate Guide to Running
a Successful Freelance
Business
Chronicle Books San Francisco
40
10. Key reading list
Author Year Title Publisher Location
Cottrell, S. 2015 Skills for Success:
Personal Development and
Employability (Palgrave
Study Skills)
Palgrave Macmillan London
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
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE
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.warpaintmag.com/
Makeup Artist Magazine
The Artisan Magazine
On Makeup Magazine and OnMakeupMagazine.com
41
MODULE DESCRIPTOR – Professional Practice 1
1. 1. Factual information
Module title Professional Practice 1 Level 5
Module tutor TBC Credit value 20
Module type Work Related Learning Notional
learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Satisfactory completion of Level 4.
42
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 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
Learning and teaching strategy
At the end of the module learners will be expected to:
B2 Employ balanced, logical and supported argument in order to explore
facets of practice, within the Fashion, Theatrical and Media Hair and
Makeup industry;
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.
Workshops, work related activity, work based learning.
Formative feedback will be provided throughout the module,
summative feedback on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Act with increasing autonomy with reduced need for supervision and directives within defined guidelines;
Workshops, work related activity, work based learning.
43
C. Practical and professional skills Learning and teaching strategy
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
D Key transferable skills Learning and teaching strategy
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
6. Indicative content.
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
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 appropriate.
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
√ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
Hodgson, S. 2010 Brilliant Answers to Tough Interview
Questions
Pearson London
Cottrell, S. 2015 Skills for Success: Personal
Development and Employability
Palgrave Macmillan London
Rook, S.
2013 The Graduate Career Guidebook:
Advice for Students and Graduates
on Careers Options, Jobs,
Palgrave Macmillan London
45
10. Key reading list
Author Year Title Publisher Location
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
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
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
46
MODULE DESCRIPTOR – Media Make-up in Context
1. 1. Factual information
Module title Media Make-up in Context Level 5
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Satisfactory completion of Level 4.
47
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
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
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;
B2: Employ balanced, logical and supported argument in order to explore
facets of practice, within the fashion, theatrical and media hair and makeup
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.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
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.
Lectures, seminars and group/individual tutorials.
Formative assessment will be provided throughout the module,
summative assessment will be provided on completion of the tasks.
48
6. Indicative content.
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
7. Assessment strategy, assessment methods and their relative weightings
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
√ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
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
11. Other indicative text (e.g. websites)
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/
51
MODULE DESCRIPTOR – Specialist Skills in Hair and Make-up
1. 1. Factual information
Module title Specialist Skills in Hair and Make-up Level 5
Module tutor TBC Credit value 20
Module type Taught Notional
learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Satisfactory completion of Level 4.
52
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 and
theoretical knowledge in media hair and make-up artistry, fashion and
theatrical contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
Workshops/studio time. 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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
53
C. Practical and professional skills Learning and teaching strategy
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
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;
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.
Workshops/studio time. Presentations and evaluations.
Assessment will be formative throughout the process and summative
on completion of the tasks.
6. Indicative content.
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
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 appropriate.
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%.
Assessment tasks A1 A3 B1 B3 C4 C6 D1 D2 D3 D4
Task 1 - Project √ √ √ √ √ √ √ √ √ √
Task 2 - Artefact √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
Delamar, P.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
Lowery, A. 2013 Historical Wig Styling:
Victorian to the Present
Focal Press Oxford
Spencer, K. 2009 Stage and Screen
Hairstyles
Methuen Drama London
55
10. Key reading list
Author Year Title Publisher Location
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
Methuen Drama London
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
11. Other indicative text (e.g. websites)
A full list of resources will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.nationalmediamuseum.org.uk
www.vam.ac.uk
www.hji.co.uk
www.sassoon.com
www.thehistoryofthehairsworld.com
56
Make-up Artist Magazine
Hairdressers Journal
Artisan Magazine
Vogue Magazine
WarPaint Magazine
57
MODULE DESCRIPTOR – Showcase Event
1. 1. Factual information
Module title Showcase Event Level 5
Module tutor TBC Credit value 40
Module type Project Notional learning hours
400
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Successful completion of Level 4.
58
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 theoretical
knowledge in media hair and make-up artistry, fashion and theatrical
contexts;
A3 Plan, undertake and evaluate a negotiated, self-managed vocational
industry related project.
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.
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;
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;
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.
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.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Act with increasing autonomy with reduced need for supervision and
directives within defined guidelines;
Individual and group tutorials, workshops/studio time.
59
C. Practical and professional skills Learning and teaching strategy
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;
C4 Fulfil creative briefs by applying confident use of relevant equipment,
skills and processes to meet a given requirement;
C6 Professionally produce work collaboratively and communicate in a
manner that reflects individual ideas, skills and career aspirations to
sector specialists and non-specialists.
Formative feedback will be given throughout, and summative feedback
on completion of the event and the reflective journal/blog.
D Key transferable skills Learning and teaching strategy
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;
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.
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.
60
6. Indicative content.
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.
7. Assessment strategy, assessment methods and their relative weightings
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%.
8. Mapping of assessment tasks to learning outcomes
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
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
Everett, J. and Swanson, K. 2013 Guide to Producing a
Fashion Show
Bloomsbury London
Nguyen-Grealis, L. 2015 Art and Make-up Laurence King Publishing London
Delamar, P.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
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
Davis, G. and Hall, M. 2012 The make-up artist
Handbook: Techniques for
Film, television,
Photography and Theatre.
(2nd ed.)
Focal Press Oxford
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.designcouncil.org.uk
www.vogue.co.uk
62
http://fashot.com
www.londonfashionweek.com
www.elle.com
www.harpers.org
www.nationalmediamuseum.org.uk
www.mud.edu
Harper’s Magazine
Make-up Artist Magazine
Fashion Magazine
Artisan Magazine
Vogue Magazine
Elle Magazine
WarPaint Magazine
Illusion Magazine
63
MODULE DESCRIPTOR – Critical and Contextual Studies
1. 1. Factual information
Module title Critical and Contextual Studies Level 6
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Satisfactory completion of Level 5.
64
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A5: Demonstrate comprehensive, detailed knowledge and understanding
of complex theories, concepts, contexts and principles relevant to the
media make up industry.
Seminars, formative presentations and individual tutorials.
Formative assessment will be provided throughout the module,
summative assessment will be provided 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;
B2: Employ balanced, logical and supported argument in order to explore
facets of practice, within the fashion, theatrical and media hair and makeup
industry.
Seminars, formative presentations and individual tutorials.
Formative assessment will be provided throughout the module,
summative assessment will be provided on completion of the tasks.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1: Actively manage own time and learning and to learn and work
independently and/or collaboratively;
D2: Research, analyse and communicate ideas and concepts clearly using
a range of appropriate methods.
Seminars, formative presentations and individual tutorials.
Formative assessment will be provided throughout the module,
summative assessment will be provided on completion of the tasks.
65
6. Indicative content.
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
7. Assessment strategy, assessment methods and their relative weightings
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.
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A5 B1 B2 D2 D3
Task 1 - Extended Essay
√ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
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
11. Other indicative text (e.g. websites)
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
1. 1. Factual information
Module title Professional Practice 2 Level 6
Module tutor tbc Credit value 20
Module type Project Notional learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the 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.
4. Pre-requisite modules or specified entry requirements
Satisfactory completion of Level 5.
69
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
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
of complex theories, concepts, contexts and principles relevant to the
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.
B. Cognitive skills Learning and teaching strategy
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.
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.
C. Practical and professional skills Learning and teaching strategy
C6 Professionally produce work collaboratively and communicate in a
manner that reflects individual ideas, skills and career aspirations to sector
specialists and non-specialists;
Seminars, individual and group tutorials, directed independent
learning, industrial experience gained in a professional environment or
context.
70
C. Practical and professional skills Learning and teaching strategy
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.
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.
D Key transferable skills Learning and teaching strategy
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.
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.
71
6. Indicative content.
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.
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 appropriate.
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
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A4 A5 A6 B7 B8 B9 C6 C7 C8 D9 D10
Task 1 - Portfolio √ √ √ √ √ √ √ √ √ √
Task 2 - Evaluation √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
tbc
10. Key reading list
Author Year Title Publisher Location
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
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational
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
11. Other indicative text (e.g. websites)
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/
Makeup Artist Magazine
The Artisan Magazine
On Makeup Magazine and onmakeupmagazine.com
http://www.warpaintmag.com/
74
MODULE DESCRIPTOR – Minor Project
1. 1. Factual information
Module title Minor Project Level 6
Module tutor TBC Credit value 20
Module type Project Notional learning hours
200
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Successful completion of Level 5.
75
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A5 Demonstrate comprehensive, detailed knowledge and understanding
of complex theories, concepts, contexts and principles relevant to the
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.
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.
B. Cognitive skills Learning and teaching strategy
At the end of the module learners will be expected to:
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.
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.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C6 Professionally produce work collaboratively and communicate in a
manner that reflects individual ideas, skills and career aspirations to sector
specialists and non-specialists.
Regular seminars, individual and group tutorials with a flexible approach
to both directed and independent learning will accommodate individual
and group aims.
76
C. Practical and professional skills Learning and teaching strategy
Regular verbal formative feedback will be given. Summative written
feedback will be given on submission of the final project.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
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.
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.
6. Indicative content.
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
7. Assessment strategy, assessment methods and their relative weightings
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%.
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A5 A6 B6 B8 C6 D5 D9
Task 1 - Minor Project
√ √ √
Task 2 - Reflective Blog
√ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
Delamar, P.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
78
10. Key reading list
Author Year Title Publisher Location
Davis, G. and Hall, M. 2012 The make-up artist
Handbook: Techniques for
Film, television,
Photography and Theatre.
(2nd ed.)
Focal Press Oxford
Everett, J. and Swanson, K. 2013 Guide to Producing a
Fashion Show
Bloomsbury London
Nguyen-Grealis, L. 2015 Art and Make-up Laurence King Publishing London
Stewart, B. 2014 Fashion Show Secrets : A
Step by step guide to how
to plan a fashion show
Create Space Luxembourg
Corson, R., Norcross, B.G. and
Glavan, J.
2016 Stage Make-up (10th ed.) Routledge Abingdon
Swinfield, R. 1995 Stage Make-up: Step by
Step
Betterway Books Cincinnati
McLean, A. (ed.) 2016 Costume, Make-up and
Hair: Behind the Silver
Screen
I.B.Tauris London
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.designcouncil.org.uk
www.vogue.co.uk
http://fashot.com
www.londonfashionweek.com
www.elle.com
www.harpers.org
www.nationalmediamuseum.org.uk
www.mud.edu
79
Harper’s Magazine
Make-up Artist Magazine
Fashion Magazine
Artisan Magazine
Vogue Magazine
Elle Magazine
WarPaint Magazine
Illusion Magazine
80
MODULE DESCRIPTOR – Final Major Project
1. 1. Factual information
Module title Final Major Project Level 6
Module tutor tbc Credit value 60
Module type Taught/Project Notional learning hours
600
2. Rationale for the module and its links with other modules
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.
3. Aims of the module
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.
4. Pre-requisite modules or specified entry requirements
Successful completion of Level 5.
81
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
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
of complex theories, concepts, contexts and principles relevant to the
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.
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.
B. Cognitive skills Learning and teaching strategy
At the end of the module learners will be expected to:
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;
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.
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.
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C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C6 Professionally produce work collaboratively and communicate in a
manner that reflects individual ideas, skills and career aspirations to sector
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.
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.
D Key transferable skills Learning and teaching strategy
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;
D4 Select and evaluate applications for different tasks within the context
of the discipline;
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.
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D Key transferable skills Learning and teaching strategy
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.
6. Indicative content.
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.
7. Assessment strategy, assessment methods and their relative weightings
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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7. Assessment strategy, assessment methods and their relative weightings
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%.
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A4 A5 A6 B4 B5 B7 C6 C7 C8 D1 D2 D4 D7 D10
Task 1 - Project √ √ √ √ √ √ √ √ √ √ √ √ √ √
Task 2 - Evaluation √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
TBC
10. Key reading list
Author Year Title Publisher Location
Delamar, P.
1994 The Complete Make Up
Artist: Working in Film,
Fashion, Television and
Theatre (2nd ed.)
Cengage Learning Vocational Boston
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10. Key reading list
Author Year Title Publisher Location
Davis, G. and Hall, M. 2012 The make-up artist
Handbook: Techniques for
Film, television,
Photography and Theatre.
(2nd ed.)
Focal Press Oxford
Everett, J. and Swanson, K. 2013 Guide to Producing a
Fashion Show
Bloomsbury London
Nguyen-Grealis, L. 2015 Art and Make-up Laurence King Publishing London
Stewart, B. 2014 Fashion Show Secrets : A
Step by step guide to how
to plan a fashion show
Create Space Luxembourg
Corson, R., Norcross, B.G. and
Glavan, J.
2016 Stage Make-up (10th ed.) Routledge Abingdon
Swinfield, R. 1995 Stage Make-up: Step by
Step
Betterway Books Cincinnati
McLean, A. (ed.) 2016 Costume, Make-up and
Hair
I B Taurus London
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
www.thebritishfashioncouncil.co.uk
www.designcouncil.org.uk
www.vogue.co.uk
http://fashot.com
www.londonfashionweek.com
www.elle.com
www.harpers.org
www.nationalmediamuseum.org.uk
www.mud.edu
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Harper’s Magazine
Make-up Artist Magazine
Fashion Magazine
Artisan Magazine
Vogue Magazine
Elle Magazine
WarPaint Magazine
Illusion Magazine