5 3 5 the art of makeup TG

LESSON VOCABULARY background landscape miniature prehistoric reassembled INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of The Art o

The Art of Makeup

SUMMARY Today’s makeup artists can easily

transform a human actor into a fantastic

creature by making masks, false teeth,

or wigs This book describes the detailed

processes for making these special effects

LESSON VOCABULARY

background landscape

miniature prehistoric

reassembled

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and the author of The Art of

Makeup: Going Behind the Mask Ask students

what kind of makeup they expect to read

about Ask: How does the cover photo help

reveal what the book will be about?

BUILD BACKGROUND Invite students to discuss

films they’ve seen that have actors wearing

heavy makeup They may mention the Harry

Potter or the Lord of the Rings series Ask

students to describe the masks, teeth, or

wigs worn by specific characters Ask students

if they’ve ever seen a makeup artist at work or

if they know what tricks or techniques makeup

artists use

PREVIEW/USE TEXT FEATURES As students

preview the book, have them note how the

chapter heads and subheads indicate how the

information in the book is presented Have

them note also the kinds of information that

the captions present

READ THE BOOK

SET PURPOSE Have students set a purpose for

reading The Art of Makeup: Going Behind the

Mask Some students may be curious how the

masks of film creatures are made Others may have an interest in becoming makeup artists

or in learning if they can create film makeup

at home to use with friends

STRATEGY SUPPORT: PRIOR KNOWLEDGE Remind

students that their prior knowledge also can help them make sense of the graphic sources, especially the photos, in this book

For instance, students who have made papier-mâché masks know that they can crack if lower layers are not allowed to dry before new layers are applied on top This will help students understand the mask-making process described on pages 8–11

COMPREHENSION QUESTIONS

PAGES 4–6 Name several reasons that makeup

takes so long to apply (Artists must get every

detail right; substances must set or dry properly;

actor safety—makeup can be dangerous.)

PAGE 8 What is alginate, and how is it used?

(a rubber-like substance that can be sculpted for masks)

PAGES 10–11 How does the pair of photos help explain how a mask connects to an actor’s

skin? (It shows the makeup artist using a brush

to smooth the contours of the mask and blend

it in.)

PAGE 15 What is the last step in the creation

of false teeth? (The actor tries them on, and

adjustments are made if the teeth hurt.)

Have students make a Sequence graphic organizer for each type of makeup discussed First, they should write the steps

of the mask-creation process They can follow the same procedure for teeth and wigs

5.3.5

GRAPHIC SOURCES PRIOR KNOWLEDGE

68 The Art of Makeup: Going Behind the Mask

Skill Work

REVISIT THE BOOK

READER RESPONSE

1 Possible response: They helped explain

each step in the process

2 Responses will vary.

3 Possible response: It provides the setting

for the action

4 Possible response: The process is long

and complicated, and it involves some

potentially dangerous materials

EXTEND UNDERSTANDING Focus students

on page 15 of the book Ask: What is the

author trying to show with these two photos?

How does including both photos help us to

understand the teeth-making process better?

Also, invite students to look at the drawing

and inset photo on page 17 Ask: Why did the

author include both of these images?

RESPONSE OPTIONS

WRITING Have students work in groups to

create a character and describe the special

mask, teeth, and wig it would need If

possible, ask a student from each group

to draw the character Then have students

present their group creations to the class

WORD WORK The vocabulary for this book

includes two compound words (background

and landscape) Remind students that a

compound word is a single word made of

two words joined together Ask students to

come up with five additional compound words,

define them, and share several with the

group

SOCIAL STUDIES

CONNECTION

Have students use the

Internet or library to

research the process, created

during the reign of Louis XVI, of ventilating

to create wigs Encourage students to

find images to supplement their research

Students may also enjoy researching famous

makeup artists from the film industry

TEACH/REVIEW VOCABULARY

Have students define vocabulary words they know and discuss words they don’t Note the two vocabulary words that have prefixes

(prehistoric and reassembled) Define these prefixes for students (pre- means “before”;

re- means “again”) Invite students to

sug-gest other words with these prefixes

TARGET SKILL AND STRATEGY

GRAPHIC SOURCES Remind students

that a graphic source is a way of showing

information visually Graphics used in this text include photos with captions Several of the photos show steps of a process, such

as the photos on pages 10, 12–13, and 14

Explain that these two- or three-step photo diagrams are meant to help students see the steps of a process in order

PRIOR KNOWLEDGE Tell students that prior

knowledge they have obtained from reading

or from life experiences can help them to understand this book Any student who has had braces or who knows someone who has will know about dental impressions And most students will have seen films featuring heavily made-up actors or actresses As they preview the book, students can connect this prior knowledge with the graphics

ADDITIONAL SKILL INSTRUCTION

MAIN IDEA Remind students that it is

important to understand the main ideas of

this book so they understand how makeup artists create masks, false teeth, and wigs

Then model for students the process of finding the main idea First, ask students

to look at particular paragraphs Then ask:

What is the most important idea about this topic (the main idea)? Help students understand that sometimes the main idea will be implied—that is, not stated outright

in the text

The Art of Makeup: Going Behind the Mask 69

Graphic Sources

• Graphic sources include items such as advertisements, charts, diagrams, graphs, maps,

menus, photographs, recipes, and timetables.

• Use graphic sources to help you understand text and to draw conclusions as you read.

Directions Look at the graphic sources throughout The Art of Makeup: Going Behind the Mask

Then answer the questions below

1 What type of graphic source is shown on page 17?

2 Review the steps for making a foam latex mask discussed in the text on pages 8–11

What step or steps are shown in the photos on page 10?

3 Look at pages 12–15 How do the photos shown here work with the text? How do the

arrows help?

4 What is the black-and-white graphic source on page 17?

5 What does the “inset” photograph on page 17 show?

6 Did the graphic sources in this book help you understand the text better? Explain.

7 List two techniques makeup artists use to create characters.

The Art of Makeup

70

The Art of Makeup

71

Name

Vocabulary

Directions Choose the word from the box that best matches each definition

Write the word on the line

2. the part of a picture or scene behind the subject

3. done or made on a very small scale; tiny

Directions Choose the word from the box that best completes each sentence

Write the word on the line

a larger mask for the actor

9 The character’s makeup looked especially scary set against the

of moldy old dungeon walls

10 Artists need to rely on both fossil remains and their imaginations when they try to create makeup

Check the Words You Know

background prehistoric

landscape reassembled

miniature