For my micro teach I demonstrated how to create a broken blister effect using modelling wax directly applied to the skin, followed by a student practical of the demonstrated activity.
I chose this activity because it’s quick, fun, has immediate results and a great introduction to transferrable make up skills. Students are engaged throughout, and can work as a group, observing one another’s work as opposed to completing an isolated task. This helps to build confidence, especially if they have no experience in this area. Encouraging students to look at each other’s work and observe the variation in styles reinforces the idea that there is no right or wrong, it’s about developing skills, adapting to your own unique canvas and discovering your own creative style.
I have run this activity in previous workshops with a diverse range of learners and the feedback has always been positive. Key elements highlighted are; understanding colour, form and appropriate use of tools. All students have different strengths, some find the sculpting the hardest part, others struggle with the colouring. However, the one same piece of feedback which comes from every student is that it looks so much easier in the demonstration than it actually is. This fosters an understanding and respect for other people’s crafts which is a vital to team work and collaboration scenarios.
To prepare for the session each student was given a hand out with step by step images, (see fig 1) a ‘micro kit’ which consisted of a mixing palette, 2 different types of wax (soft and firm) and make up products for colouring. They also used 2 brushes and a palette knife which I handed to them at the start of the practical.
I began by introducing the session, clearly outlining the activity and the learning objectives.
I then began the demonstration talking through the process, products and tools as I went along. I ensured they could all see and paused to show them each completed stage. During the practical I circulated giving feedback and encouraging them to look at their peers work.
I didn’t deviate from the lesson plan and timings, and they all completed the task.
Images below of micro teach activity, Timed lesson plan, activity sheet and narrative February 5th 2025
On reflection I would include the palette knives and brushes in the ‘micro kits’ rather than hand them out as this would save time and be less of a distraction. I would also rearrange the seating so we were all closer together, making it easier for me to circulate and check progress.
Feedback from all 5 participants on post it notes, (image below) was all positive. They found it fun, engaging, clearly explained and confidence building.
There were 2 points for improvement:
- an introduction to context of myself would have been useful
- How do I cater for diversity?
I mistakenly assumed my peer group already knew my teaching context, a brief description of my background and my role would be included in future.
Diversity was included in the variety of products available to match diverse skin tones and types and the visual resource for anyone who has hearing difficulties. I did briefly mention this but will allow more time for a deeper explanation in future practices.
Reflecting on my peers micro teach, in future I will also include digital resources as well as handouts to further cater for all learning needs.