Process Piece

I created a time lapse video of myself getting ready. Disclaimer: my boyfriend is in part of the video because he wanted to be a part of it, although all he mainly did was try to be funny and cute. I used a video because it's easier to tell what I'm doing, and a time lapse allowed for the video to fit within the required time frame. This isn't my normal process because normally I get ready in like 10 seconds and most of my time is just getting dressed. This process happens when I actually have the time to get ready. I started by using a type of moisturizing oil and working it from the roots of my hair to the ends. It's meant to preserve my roots and the texture of my hair. I used a headband to push my hair back so that I could keep my hair out of my face.
I started on my face by using moisturizer and Yarrow Pom, which is an oil that doTERRA manufactures. It's meant to reduce acne and balance hormones. I added some more moisturizer because the oil is blue and sometimes it's hard to blend it in.
After I primed my face, I put this weird foundation on using a foundation stick. Honestly, I don't really know how it works, but it has a layer of shimmer and I love it. I put it all over my face and blend it in. Sometimes, because the foundation stick is, well, sticky, I use my hands instead of the brush. I add some liquid foundation underneath my eyes because I wanted to get rid of the bags.
I put on my eyeshadow next, which is basically me using a variety of colors and trying to remember everything I've ever seen on Pinterest and that my younger sister has taught me. I really just do what I like and what I think looks good.
I put on some bronzer and highlighter next, which again, don't super know what I'm doing but I try my best and use what I've learned and do what I like. My final step was putting on mascara, and I realize know that I intermittently would pluck my eyebrows.
In the reading we did, it discusses how it's important that students create their own assignment. In this case, Professor Jensen gave us some criteria, but we created the process. By giving this necessary freedom and instruction, I was able to create something entirely my own while still feeling the necessary pressure to obey a set of rules. I really liked how in the reading it mentioned how having a "right" answer puts a lot of pressure on students who are trying to be creative, but instead creativity allows students to "explore" and "juggle" new ideas.
In English classrooms, there is often not a right answer. There is so much room for interpretation, which is why rubrics are so key, as well as instructions. By allowing students to create, we give them the freedom to be themselves, as well as discovering who they are or who they wish to become. This process assignment provides insight into a student's live, albeit little or large. In this case, the class will be able to glimpse a portion of my routine, and how I prep for certain aspects of my day.