Australian College of Dramatic Arts © Merilyn Brend 2016

22307VIC Certificate III in Acting (Screen)

22307VIC Certificate III in

Acting (Screen)
Year Two

CUFMUP401A Design, apply and

remove make-up

Australian College of Dramatic Arts

STUDENT WORKBOOK
Name: …………………………………….
School:……………………………………..

1st Submission Resubmission Verbal Comment Result Teacher

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Developed by Merilyn Brend © 2016

WELCOME TO CUFMUP401A Design, apply and

remove make-up

This unit is delivered by an industry professional and in

class.

The date due for this workbook is………………………..

What This Unit Is About

Some information about the Film and Television Industry
This unit describes the skills and knowledge required to design and apply suitable
make-up techniques for domestic street wear, business, (in this case for auditions and
screen-tests) pleasure, social and special occasions for various times of the day or
night. This competency may apply to a range of roles in the workplace.

Checklist
You will need:
A folio
A cover page, which includes your name
An index of the materials you have included
Carefully label each question/response to match the unit of competency workbook
questions
Add additional information if you think it will benefit you
All work should be your own

Instructions for students

A folio is a collection of evidence from varying sources, gathered together and cross
referenced to show that you have the required skills, knowledge and understanding to
do a job or a task.
A folio can be any shape or size depending on the evidence that is presented of
assessment.

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Your folio must be easy to interpret and linked directly to this unit of competency being
assessed.

Application Of Unit
This unit requires the operator to analyse the client's skin type, facial shape and
required context to design a make-up and apply appropriate products and techniques.
The operator is also required to demonstrate the use of products, tools and techniques
to the client. This unit requires knowledge and skill in the safe use of products and the
application of legislation and policy, particularly in regard to hygiene.
In the context of an assessment-only and/or a training delivery and assessment
pathway, units of competency, which relate to this unit are identified in the Evidence
Guide of this unit.

This unit requires the operator to analyse the client's skin type, facial shape and
required context to design a make-up and apply appropriate products and techniques.
The operator is also required to demonstrate the use of products, tools and techniques
to the client. This unit requires knowledge and skill in the safe use of products and the
application of legislation and policy, particularly in regard to hygiene.

Competency based learning and assessment

This unit is competency-based. Competency-based learning is not only about gaining
knowledge but also about being able to put what you know into practice – to perform a
task or demonstrate a skill.

How this unit is structured

Elements: these provide a very brief statement of the skills and knowledge you are
required to develop.
Performance criteria: There are a number of performance criteria for each element. To
satisfactorily complete the unit you must successfully demonstrate your competence in
very performance criterion.

ASSESSMENT
Competency based assessment has no pass or fail. You are assessed as either
competent or not yet competent. Being assessed as not yet competent simply means
you need to spend more time working on the unit.

RESOURCES
Please write a list of resources that you used when working on this workbook.
Please present a folio with your written booklet.

USE THIS WORKBOOK TO WRITE NOTES AND TRANSCRIBE TO YOUR FOLIO

WITH ILLUSTRATIONS/PHOTOS

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

This workbook is delivered by a professional make-up artist. The workbook must

be accompanied by a folio. Please see examples of folios
The college will organise time with a professional make-up artist.

Use a ‘Kilowhat Raw TV’ ELECTIVE FILMING PROJECT to

meet production/make-up requirements.
1. Pre-production
a) Plan the script from the Kilowhat brief
b) Identify crew tasks
c) Cast the script
d) Plan all aspects of the filming
i) Scripting
ii) Use Audition and Select student for auditioning cast
iii) Location planning and permission
iv) Equipment needed – use Screen and Media student for
behind camera needs
v) Safety requirements, OHS, stunt/safety reports
vi) Cast/crew needs when filming
vii) Costuming
viii) Use Make-up and hair student for cast needs
ix) Scheduling
x) Communication
2. Production
a) Arrive on time to start crew set up tasks
b) Be ready for cast
c) Commence filming as per schedule/script
d) Be aware of safety/OHS concerns
e) Be helpful and nice to all – this is a volunteer project
3. Post production
a) Thank all people involved
b) View footage
c) Plan your edit
d) Edit – use Screen and Media student
e) Finalise footage/titles (ACDA must be acknowledged on footage)

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

ASSESSMENT TASK

Certificate and level Certificate III in Acting (Screen)

UOC Design and apply make-up UOC Code SIBXFAS201A

Learning Outcomes to be Assessed By This Task

See Marking guides
Target Group
VETis – 15 to 18 year olds
Method/s of Assessment
Workbook, practical filming tasks, observation, questioning folio
Instructions to Students
Project and folio based – use some filming component for evidence of work
List of Tasks
See project brief and workbook instructions
Materials / Equipment Required to Conduct Assessment
Camera, filming location, group work
Student name Date

Validated by - MB Date

Teacher Assessor Name:

Date/Time of Assessment:

Candidate Declaration 
I fully understand the context and purpose of this assessment 
I am fully aware of the criteria against which I will be assessed 
I have been given fair notice of the date, time and venue for the assessment 
I am aware of the resources I need and how the assessment will be conducted 
I agree that any written work submitted is my own 
I understand the appeal process 

Candidate Signature: _____________________________________________

Date: _____________________________________________

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Element 1: Prepare client (Activity)

Work through this workbook with the make-up artist/teacher

1.1 Skin conditions

Contra-indications/precautions are listed below:
 bacterial, viral or fungal infections
 acne – Developed from blocked pores, mostly hormonal and not cleansing.
 Impetigo – Contagious skin infection
 Warts – Caused by viral infection
 Lice – small insects that live and lay eggs on the hair follicles /on your head.
 Scabies – skin infection (parasites on the skin)
 Rashes – skin irritation – can be caused by allergic reactions
 Boils/carbuncles – Abscess in the skin (carbuncles are bigger) contagious
bacterial infection
 Sunburn – too much exposure to UV rays, leads to burning skin, making it red
and sometimes blistered
 Candidiasis – Yeast infection (Fungal infection)
 other visible non-normal skin

Please write an explanation of the above skin conditions

1.2 If one of your class members has a skin condition what will you do?
Diagnose what the condition is and discuss whether it might be contagious. Encourage
them to seek medical advice if it seems likely. If something not contagious – recommen
a regime / product etc.

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

1.3 Make a list of some of your class members and list their skin types and
conditions.

Four class members from VET course

SKIN TYPE NAME NAME NAME NAME NAME NAME
e.g Rose Steph Xanthe Rachel
normal
dry √ √
oily √
combination
sensitive √
pigmented √
couperose
damaged
Mature

ELEMENT 2 Cleanse face

2.1 Assess what type of product is needed for each individual. Use a table format to
answer this question.

a) cleansing - soaps, milks, creams

b) toner – alcohol based, organic
c) moisturiser – organic, alcohol-based, chemical

NAME SKIN TYPE NEEDS

Rose Oliy Needs better facewash and diet
Steph Dry Moisturising cleanser & moisturiser
Xanthe Dry/ Sensitive Moisturising cleanser & moisturiser –
see pharmacist advice for sensitive
Rachel Pigmented Toner & specialised cream for fading
pigmentation

2.2 Please list your make up tools, assess their suitability, and list cleaning methods
according to manufacturers’ recommendations

Make-up tools How they work Cleaning methods

Foundation Applies foundation to face Wash if possible but ideal for
sponge and body individuals to each have a
sponge for hygiene
Brushes To apply makeup/ eyes Wash in mild detergent and let
and cheeks etc dry naturally
Fingers Apply makeup/ Wash properly with warm soapy
eyeshadow, smudging etc water in between people, can

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

use fragrance free wipes also.

Element 3
Activity: Analyse face and design make-up
3. 1 Discuss the colour wheel and tonal values

Draw up colour wheel and do breakdown of primary, secondary and complementary

Primary = Red, Blue and yellow

Secondary = Purple, green and Orange
Complementary = colours and tones to suit individual skin types/ hair colours

Shades of colours from darkest to light – use tones to add shape to a face, dark tones
give contours, light tones give highlights e.g – light/ white under eyebrow above eye
make eyes look bigger – more youthful. Dark blush applied under chin and around jaw
line can make neck and face look slender.

3.2 ELECTIVE FILMING PROJECT 1

Apply make-up to three people. E.g – Alice in Wonderland - can be answered
simply or with details – see examples on the next page.

You will be attached to an elective filming group where you will apply and maintain the
make-up for the filming electives.

Discuss their character’s make-up and hair requirements with the director or organiser
of the filming project.

Read and dissect the script according to your actors.

Request that they attend class earlier in order to prepare. Do this via locked Facebook
group notifications.

Have your own make-up and hair kit ready. Make sure it is all hygienically and sterile.
Discuss this make-up and hair kit with the guest speaker.

Log the sequence and procedures of make-up application of the actors – take before,
during and after photos of your actors for your folio.

Make note of any location, health and hygiene requirements.

You must also fill in face charts and plan their make-up.

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Discuss your acting colleagues’ faces, type of characters they are playing, where
they are playing, for example, day/night, what type of light etc.

Please attach detailed drawings and/or photos

Name/character Location/scene Make up used Health Hygiene

Make up
e.g. Kelly as Gallatica Tinted Skin needs Brush needs
teen actor Theatre – night moisturiser cleansing cleaning
e.g. Meghann Garden scene/ White base Clean skin prior. Needed to
as Queen of white face with makeup, Wash face/ use wash sponge
Hearts rosy red /pink bright reddish face wipes to prior to
cheeks and pink blusher, remove old applying
bright red lips, blue makeup and white base,
bright blue irredecent clean pores, needed
eyeshadow eyeshadow use consealer headband to
and defined and black for keep hair off
eyebrows and eyeliner and spots/blemished face prior to
beauty spot. mascara and skin prior to application of
red lipstick base makeup.

Name/character Location/scene Make up Health Hygiene

e.g Yvonne – Garden scene, Light beige Use toner to Had to use new
as Alice in natural skin base, light cleanse mascara as
Wonderland toned base to pink blush for pores, then Yvonne forgot to
match actors cheeks and Consealer bring her own,
skintones, light use on eyes used to cover also needed to
blush and too, black blemishes wash blush
eyeshadow for mascara - and brush as it was
natural look – complete with pigmentation full of a dark
pale pink pale pink prior to blush colour.
lipstick/gloss lipstick and applying
for childlike super gloss base.
look/ mascara over the top

Name/character Location/scene Makeup Health Hygiene

3.3 Practical work: After you have done their make-up. Assess if the make-up
application matches you’re the director and actors expectations/specified outcome.

Name/ Day/Evening Artificial Natural Satisfied Not Satisfied

Characte Light Light

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

r
Queen looked Face Needed Satisfied – Check level of
Director heavy in looked to back it will look application
daylight – better in off alittle good next time to
better for artificial for when make sure not
stage work light TV/filmin colours to heavy
g day muted
scene
A bit bright Looked When Satisfied
Actor 1 and garish for better in makeup when
Meghan TV/ filming this light muted – dulled
Queen looked down abit.
better on
film

Actor 2

Actor 3

3.4 Advise if your colleague needs any suitable homecare products/ treatments that
would benefit the health of their skin.

Name Recommendation
I would recommend that Meghann use a moisturiser for
Actor 1 dry skin more often as she had very dry skin and it was a
Meghan - Queen little flakey and hard to apply a base too.

Yvonne has lovely skin, but it is slightly pigmented – she

Actor 2 could try a lightening cream to make her dark
Yvonne - Alice pigmentation lighter and more inline with the rest of her
skin tone.

Actor 3

3.5 Apply and or check make-up for PROJECT 2 PHOTO SHOOT in ACT 20. List the
students whose make-up you do in your folio under PHOTO SHOOT ACT 20. This
make-up is to be suitable for audition/screen test- therefore whilst it is day wear

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

should be effective for a screen-test. (see folio Act 20 for list of students – see one
example plus pic)

3.6 PROJECT 3 – OWN DESIGN AND MAKE-UP.

Think of three characters either from a film, play or story. Design and apply make-
up for them. This is to be done as homework, use three models that are not your
class members. Log all face designs with detailed notes and photos of your work in
your folio. (see folio)

Element 4 Select products and equipment

4.1 Explain some make-up products and their uses.
Product Uses
e.g. Mascara highlights lashes and eyes - in different colours for
different looks
e.g. Eye liner defines eyebrows, eyes – comes in different colours –
can achieve different looks
e.g Blush highlights cheeks, neck, jaw line, sometimes eyes
and hairline
e.g Cover up To cover acne and blemishes

4.2 List any actions or indications that the make- up used may cause any
adverse effects on your acting colleagues. List why.
Make up used or action Adverse effects
e.g. make up brush too harsh, hurts skin

e.g. base makeup Can clog pores and cause acne and blemishes

e.g. mascara/ shared If shared can pass on eye problems such as

conjunctivitis (also known as sticky eye)
e.g. lipstick/shared If shared could pass on contagious cold sores or
worse herpes etc

Element 5 Apply make-up practical – this is done as part of the elective filming
Element 6 Apply false eyelashes – if needed. If not done as part of the elective –
please do on one of your make- up designs with before and after photos in your folio
Element 7 Advise on further product use – as you research new products, please log
this especially if one product does not do what you expect it too. (see folio)
Talk your plans over with the make-up artist/teacher and take note of
any improvements she will give you.

Certificate III Elective Evaluation

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

The number rating stands for the following: 1 = rarely, 2 = once in a while, 3 =
sometimes, 4 = most of the time, 5 = almost always.

Name the group (film) you were part of ……………………………………………

Name the people within your group …………………………………………………

……………………………………………..…………………………………………….…….

1. Was the prior knowledge/details of the filming project current and relevant? Did it
give you enough detail to develop your specialist elective?
1 2 3 4 5

2. Did everyone within the group participate in the pre-production process?

1 2 3 4 5

Any further comments: __________________________________________________

3. Did everyone within the group participate in the filming process?

1 2 3 45

Any further comments: __________________________________________________

4. Did everyone within the group participate in the post-production process?

1 2 3 4 5

Any further comments: __________________________________________________

Do you have any other feedback/comments?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Please hand in this booklet and folio when the practical

work has been completed. Write down the hours is took you
to complete this UOC, theory and practical.

…………………………………………………………………….

I hereby certify that the written work contained here, other than research
evidence, is my own work.

Signed Date

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