The shape, width and quality of the brush are to a great extent qualifying the effect you can achieve with it. For instance, round brushes are ideal for making curves and drawing curls. You draw straight lines preferably with a flat brush, keeping the handle of the brush pointed in the direction of the line. To draw a thin line, you do not necessarily need to use a narrow brush. You can also use the edge of a flat brush for that. This brush is also very convenient for making a thick line merge into a thin one, turning the brush on its side in one fluid action as you go automatically changes the line from thick to thinner. When you come to the end of a line, lift the brush from the skin in a single smooth movement.
Hint: to make beautiful, thin lines, you mix the Water Make-up with Cleansing Lotion instead of water.
Make the nostrils larger with the dark colour. Draw a line down from the middle of the nose (between the nostrils) to the upper lip. This line gets wider as you get towards the upper lip and you then draw it along the upper lip to the corners of the mouth. Let the line run in circular way from the corners of the mouth across the cheeks to the nose. Draw a white stripe on top of the lower lip and draw a black line around it for a wide effect.
If you do not want the colours to mix, be sure to wait for the first layer to dry before applying another colour over it or up against it. Hint: Regularly change the water you rinse your brushes in and preferably work with two water bowls: one for light and one for dark shades.
Grimas Water Make-Up (Pure) can be used around the eyes, but children often do not like it when brushes are so close to the eyes. So decide yourself how far you want to extend the colour. When working under the eyes, have your model look upwards - only with the eyes, without moving the head. If you work above the eyes (eyelid), have your model close his/her eyes in a relaxed manner. Children are inclined to shut their eyes tight. Then you can say: keep your eyes closed as if you are sleeping.
