Summary Report for:
39-5091.00 - Makeup Artists, Theatrical and Performance
Apply makeup to performers to reflect period, setting, and situation of their role.
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Values | Related Occupations | Wages & Employment
Tasks
- Alter or maintain makeup during productions as necessary to compensate for lighting changes or to achieve continuity of effect.
- Analyze a script, noting events that affect each character's appearance, so that plans can be made for each scene.
- Apply makeup to enhance, and/or alter the appearance of people appearing in productions such as movies.
- Assess performers' skin-type in order to ensure that make-up will not cause break-outs or skin irritations.
- Attach prostheses to performers and apply makeup in order to create special features or effects such as scars, aging, or illness.
- Cleanse and tone the skin in order to prepare it for makeup application.
- Confer with stage or motion picture officials and performers in order to determine desired effects.
- Design rubber or plastic prostheses that can be used to change performers' appearances.
- Duplicate work precisely in order to replicate characters' appearances on a daily basis.
- Evaluate environmental characteristics such as venue size and lighting plans in order to determine makeup requirements.
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Knowledge
| Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
| Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
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Skills
| Coordination — Adjusting actions in relation to others' actions. |
| Equipment Selection — Determining the kind of tools and equipment needed to do a job. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
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Abilities
| Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
| Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness. |
| Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. |
| Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
| Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. |
| Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
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Work Activities
| Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. |
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Work Context
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — How much does this job require using your hands to handle, control, or feel objects, tools or controls? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
| Spend Time Sitting — How much does this job require sitting? |
| Spend Time Standing — How much does this job require standing? |
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Job Zone
| Title |
Job Zone Two: Some Preparation Needed |
| Overall Experience |
Some previous work-related skill, knowledge, or experience may be helpful in these occupations, but usually is not needed. For example, a teller might benefit from experience working directly with the public, but an inexperienced person could still learn to be a teller with little difficulty. |
| Job Training |
Employees in these occupations need anywhere from a few months to one year of working with experienced employees. |
| Job Zone Examples |
These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, pharmacy technicians, salespersons (retail), and tellers. |
| SVP Range |
(4.0 to < 6.0) |
| Education |
These occupations usually require a high school diploma and may require some vocational training or job-related course work. In some cases, an associate's or bachelor's degree could be needed. |
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Interests
Interest code: AR
| Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
| Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. |
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Work Values
| Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
| Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2006) |
$15.30 hourly, $31,820 annual |
| Employment (2006) |
2,000 employees |
| Projected growth (2006-2016) |
Much faster than average (21% or higher)
|
| Projected need (2006-2016) |
1,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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