The Arts · Year 7

Active learning ideas

Costume and Makeup Design

Active learning works for costume and makeup design because it transforms abstract visual concepts into tangible experiences. Students move from analyzing images to sketching, applying makeup, and discussing choices, which builds their design vocabulary and confidence in using visual elements to shape character and mood.

• ACARA Content Descriptions
• AC9ADA8C01
• AC9ADA8E01

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 30 min · Pairs

Pairs: Character Design Sketches

Partners select a character from a class script and research period-appropriate styles. They sketch costume and makeup concepts, labeling choices for status or mood. Pairs swap sketches for peer feedback on effectiveness.

Explain how costume choices can reveal a character's social status or personality.

Facilitation Tip

During Character Design Sketches, circulate with guiding questions like 'What posture does this fabric suggest?' to push students beyond surface details.

What to look for

Present students with images of three distinct costumes from different historical periods. Ask them to write down one word for each costume that describes the perceived social status of the wearer and one word for the perceived personality. Collect responses to gauge understanding of visual cues.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 45 min · Small Groups

Small Groups: Makeup Experiment Stations

Set up stations with face paint, sponges, and mirrors for aging, emotion, or fantasy effects. Groups rotate, applying to volunteers and photographing results. Discuss which techniques best convey traits.

Design a costume and makeup concept for a character from a specific historical period.

What to look for

Students share their costume and makeup concept sketches for a historical character. Peers use a simple checklist: 'Does the costume suggest the historical period?', 'Does the makeup enhance the character's age/emotion?', 'Are the design choices clearly explained in the notes?'. Students provide one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 40 min · Whole Class

Whole Class: Costume Critique Gallery Walk

Students display quick costume mock-ups made from recycled fabrics. Class walks the gallery, noting elements that reveal character or period. Vote and explain top designs in plenary.

Critique how makeup can transform an actor's appearance to convey age or emotion.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are designing costumes for a play set in ancient Rome. How would you use fabric, color, and silhouette to differentiate between a wealthy senator, a soldier, and a slave? What makeup choices might you make for each?'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 25 min · Individual

Individual: Historical Mood Board

Each student creates a digital or paper mood board for a historical character, gathering images of fabrics, accessories, and makeup. Annotate to explain mood and status links. Share one key idea with class.

Explain how costume choices can reveal a character's social status or personality.

What to look for

Present students with images of three distinct costumes from different historical periods. Ask them to write down one word for each costume that describes the perceived social status of the wearer and one word for the perceived personality. Collect responses to gauge understanding of visual cues.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teachers should model the process by sharing their own design sketches and makeup trials, emphasizing the iterative nature of design. Avoid leading students toward a single 'correct' answer—focus on how different choices create different effects. Research shows that hands-on experimentation and peer critique deepen understanding more than lecture alone.

Successful learning looks like students confidently discussing how fabric, color, and makeup choices communicate character traits and historical context. They should be able to articulate their design decisions and receive peer feedback with specific, constructive suggestions.

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Watch Out for These Misconceptions

• During Character Design Sketches, students may assume costumes only serve decorative purposes.

  Circulate during the activity and ask students to role-play their character in the costume, observing how posture and movement change. Then have them sketch these physical adjustments and explain their choices in their notes.

• During Makeup Experiment Stations, students may think makeup is only for realistic transformation.

  During the activity, ask students to compare subtle versus bold makeup effects on each other, then record which choices best fit a stylized dramatic character. Have them explain their selections to peers before moving on.

• During Costume Critique Gallery Walk, students may believe expensive materials are required for effective design.

  During the gallery walk, highlight everyday items reused in student designs and ask groups to identify how these were adapted. Have them discuss how resourcefulness can enhance rather than limit creativity.

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Methods used in this brief

• Project-Based Learning