LEAD BRITISH INTERNATIONAL SCHOOL, ABUJA

Lesson Plan 1 Class:

Teacher’s Name EKRAKENE. E. Year 7
Subject CREATIVE AND CULTURAL ART Date: 5/5/2025
Topic COSTUME AND MAKEUP IN DRAMA
Previous Students have a basic understanding of Period: 1ST
Knowledge drama concepts, including character
development and stage presence. They have
participated in simple role-playing activities
or school plays.
Duration of 55 MINUTES Average Age: 10+
Lesson
LEARNING At the end of this lesson students should be able to:
OBJECTIVE(S)
1. Identify the role of costume and makeup in character
portrayal.
2. Demonstrate basic makeup techniques suitable for stage
performance.
3. Create a costume design that reflects a character's traits
and story context.
Learning Outcomes:
Students who will find the work Most students will be able to… Higher attaining students will
challenging will be able to… be challenged to… (Higher
(including SEN) Ability Students)
explain how costumes and apply basic makeup techniques design a costume that
makeup contribute to to enhance their character aligns with their chosen
storytelling in drama. portrayal. character’s personality
and background.

MATERIALS/RESOURCES REQUIRED
 Makeup kits (foundation, face paint, brushes)
 Costume materials (fabric, accessories)
 Visual aids (images of costumes from various plays)
 Video clips demonstrating makeup application techniqu

KEY WORDS/VOCABULARY INTRODUCED OR REINFORCED

Costume, Makeup, Character Development, Stage Performance, Design

CONTEXTUALIZATION(HOW THE TOPIC APPLIES IN REAL LIFE)

This lesson fits within the broader curriculum of performing arts by linking visual elements with narrative
storytelling. It emphasizes the importance of non-verbal communication through appearance.
 Timings Teaching activities to support the learning Learning (Student
activities)
Teacher begin with a discussion on famous Students discuss famous
Starter characters from plays or films and how their characters from plays or
(Connection phase) costumes and makeup contributed to their films and how their
identity. Ask students to share examples they costumes and makeup
5 minutes remember. contributed to their
identity. Students share
examples they remember.
Teacher introduce the objectives of the lesson Students writes the
Introduction by explaining how costumes and makeup are objectives of the lesson and
(Activation phase) essential tools for actors to convey emotions explain how costumes and
and tell stories effectively. makeup are essential tools
for actors to convey
10 minutes emotions and tell stories
effectively.

- Identify the role of costume Research different styles of

Main Activities and makeup in character costumes used in various
(Demonstration portrayal. genres of drama.
phase) Practice applying makeup
- Demonstrate basic makeup techniques on themselves
30 inutes techniques suitable for stage or classmates.
performance. Create sketches or mood
boards for their costume
- Create a costume design that
designs.
reflects a character's traits and
story context.
Evaluation Teacher asks the following questions: Students answer the
(Questions in 3 1. Identify the role of costume following questions:
learning and makeup in character 1. Identify the role
portrayal. of costume and
domains-
2. Demonstrate basic makeup makeup in
cognitive, techniques suitable for stage character
affective, and performance. portrayal.
psychomotor) 3. design a costume design that 2. Demonstrate
10 inutes reflects a character's traits and basic makeup
story context. techniques
suitable for
stage
performance.
3. design a
costume design
that reflects a
character's
traits and story
 context.

Teacher conclude with a group reflection Students share what they

Plenary where students share what they learned about learned about the impact of
(Consolidation the impact of costume and makeup on costume and makeup on
phase) performance, discussing any challenges faced performance, discussing any
5 minutes during the activities. challenges faced during the
activities.
Notes on differentiation strategies Notes on assessment strategies
 Provide additional support for students who Use formative assessments through
may struggle with fine motor skills during observation during activities to gauge
makeup application by pairing them with peers. understanding before final evaluations
 Offer advanced students opportunities to
explore historical or cultural influences on
costume design.
Homework and due by date: Choose a character from a play or film not discussed in class, research
its costume design, and write a short paragraph explaining how it contributes to the character's
story.
Next lesson we will be… 12/05/2025

Teacher Reflection:
Learning objectives and learning opportunities may need to be differentiated. There should be a clear
evidence of differentiation in all lessons.

Name of Head of Faculty

Charity.O. Ameh
HOF’s Comments:

Signature of HOF:

Date