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PATHWAY: Personal Care Services

COURSE: Cosmetology Services-Core II

UNIT 8: HS-CSII-8 Principles of Hair Design

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Annotation:

Students will be able to identify facial shapes and profiles and select appropriate hairstyles. Students will learn to use the elements and principles of design to maximize facial assets and minimize facial flaws.

Grade(s):

|X |9th |

|X |10th |

|X |11th |

|X |12th |

Time:

15 Hours

Author:

Coni Hardy

Students with Disabilities:

For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.

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GPS Focus Standards:

HS-CS-II-4. Students will implement the use of 0, 45, 90, 135, and 180 degrees angles while performing haircuts. Reference points as well as bone structure will be identified to determine complimentary haircuts. Students will study the fundamental theory and skills required for haircutting to create various hair styles and shapes. Theory training includes a total of 30 hours as well as 40 hours of hands on training. Hair analysis will include: growth patterns, texture, density, weight, and general hair condition. Advanced haircutting skills such as point cutting, notching, free-hand notching, slithering, slicing, and carving will be introduced. Hair texturizing with thinning shears and razors will be included.

e. Explain the different face shapes and what hairstyles would complement each one.

GPS Academic Standards:

MA1G4. Students will understand the properties of circles.

a. Use the properties of circles to solve problems involving the length of an arc and the area of a sector.

MA1G1. Students will investigate properties of geometric figures in the coordinate plane.

a. Determine the distance between two points.

b. Determine the distance between a point and a line.

c. Determine the midpoint of a segment.

MM2P3. Students will communicate mathematically.

a. Organize and consolidate their mathematical thinking through communication.

b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

c. Analyze and evaluate the mathematical thinking and strategies of others.

d. Use the language of mathematics to express mathematical ideas precisely.

SCSh2 Students will use standard safety practices for all classroom laboratory and field investigations.

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Enduring Understandings:

Clients are more satisfied when they feel that a hair cut and style has been personalized for them. Each face is different, and the stylist must be able to maximize assets and minimize flaws. For maximum effectiveness in styling, the body, face, and hair must be in proportion.

Essential Questions:

• How do facial types determine the style and cut that is best for the client?

• How do facial profiles determine the style and cut that is best for the client?

• How can parting techniques be used effectively as part of an overall style?

• How do the elements of design govern a client’s satisfaction with a style or cut?

• How do the principles of design govern a client’s satisfaction with a style or cut?

Knowledge from this Unit:

Students will be able to:

• Know the three facial zones

• How profiles and partings are key factors in style selections.

• Describe the elements of design

• Describe the principles of design.

Skills from this Unit:

Students will:

• Identify facial shapes.

• Use measuring techniques to determine facial shape.

• Select appropriate hairstyles for each facial shape.

• Conduct labs and activities in reference to elements and principles of design.

• Demonstrate how to maximize facial assets and minimize facial flaws.

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Assessment Method Type:

| |Pre-test |

|x |Objective assessment - multiple-choice, true- false, etc. |

| |__ Quizzes/Tests |

| |_x Unit test |

|x |Group project |

|x |Individual project |

|x |Self-assessment - May include practice quizzes, games, simulations, checklists, etc. |

| |__ Self-check rubrics |

| |__ Self-check during writing/planning process |

| |__ Lab Book |

| |__ Reflect on evaluations of work from teachers, business partners, and competition judges |

| |__ Academic prompts |

| |_x_ Practice quizzes/tests |

|x |Subjective assessment/Informal observations |

| |__ Essay tests |

| |_x_ Observe students working with partners |

| |__ Observe students role playing |

| |Peer-assessment |

| |__ Peer editing & commentary of products/projects/presentations using rubrics |

| |__ Peer editing and/or critiquing |

|x |Dialogue and Discussion |

|X |__ Student/teacher conferences |

| |__ Partner and small group discussions |

| |_x_ Whole group discussions |

| |__ Interaction with/feedback from community members/speakers and business partners |

|x |Constructed Responses |

|x |__ Chart good reading/writing/listening/speaking habits |

| |X__ Application of skills to real-life situations/scenarios |

|x |Post-test |

Assessment Attachments and / or Directions:

Unit 8 Principles of Hair Design Test

Unit 8 Principles of Hair Design Test Key

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• LESSON 1: Facial Shapes

1. Identify the standards. Standards should be posted in the classroom.

HS-CS-II-4. Students will implement the use of 0, 45, 90, 135, and 180 degrees angles while performing haircuts. Reference points as well as bone structure will be identified to determine complimentary haircuts. Students will study the fundamental theory and skills required for haircutting to create various hair styles and shapes. Theory training includes a total of 30 hours as well as 40 hours of hands on training. Hair analysis will include: growth patterns, texture, density, weight, and general hair condition. Advanced haircutting skills such as point cutting, notching, free-hand notching, slithering, slicing, and carving will be introduced. Hair texturizing with thinning shears and razors will be included.

e. Explain the different face shapes and what hairstyles would complement each one.

2. Review Essential Questions. Post Essential Questions in the classroom.

• How do facial types determine the style and cut that is best for the client?

• How do facial profiles determine the style and cut that is best for the client?

• How can parting techniques be used effectively as part of an overall style?

3. Identify and review the unit vocabulary. Terms may be posted on Word Wall.

|Oval face shape |Diamond face shape |Square face shape |

|Round face shape |Pear face shape |Rectangle face shape |

|Heart face shape |Concave |Convex |

|Occipital |Form |Space |

|Line |Color |Texture |

|Proportion |Rhythm |Emphasis |

|Harmony | | |

4. Begin lesson by giving each student a dry erase marker and a mirror. Have the student look in the mirror and draw an outline of their face from the reflection in the mirror. The student needs to pull hair back away from the face and secure with clip. Explain to the students that they are going to learn facial shapes and styling to accentuate the shape of the face.

5. Using your textbook or one of the textbooks recommended at the end of the unit plan, show the students the different facial shapes and discuss them.

The facial types are:

Oval: ideal shape, balanced vertically and horizontal. The length of the face is 1 ½ times longer than the width at the 1st measurement (eyebrows).

Round: circle, as wide as long.

Square: same in length and width.

Rectangle: oblong, longer than it is wide.

Heart: inverted triangle, wider at forehead and narrower at chin.

Diamond: narrows at forehead and jaw.

Pear: triangle, narrow forehead and wide jaw.

6. Have students use the Facial Types Activity Worksheet to look at the other students’ mirror images and determine each facial type.

7. In the classroom, facilitate a discussion on each student and as a group guess the facial type of each student.

8. Use the overhead projector to show the following 2 sites for discussion.





9. Pair students up for scientific drawing of their faces using the Blank Face Form Worksheet.

Directions for measuring:

• Using a ruler and blank face form, measure horizontally across the face the three zones. 1st from temple to temple, 2nd from cheek to cheek and 3rd from jaw to jaw. Record the measurements at the right of the face form on the extended lines.

• Using the ruler, measure each zone vertically down the center of the face and record. You will have three measurements: from hairline to eyebrow line, from eyebrow line to tip of nose, and from tip of nose to chin line.

• After measuring each other and recording the information, explain the types again, so the students can decide facial types based on measurements.

10. After everyone finishes drawing, go back to the Facial Types Activity Worksheets and check each student’s new drawing to see if they still have the same opinion after measuring.

11. Using the previous information and your textbook, have students select hair styles to suit their partner’s facial type. Hand out the attached Cheat Sheet for Style Selection Handout for reference. Have students use the Blank Face Form Worksheet to draw the style they think will work the best for their partner’s facial type.

12. If you have computer access, let the students go on the web and do a virtual makeover. You will need to take a picture of each of the students with their hair pulled back to upload to the website. The two sites listed below are free and user-friendly. Students can select makeup and styles and print off the finished product. Students may use the models on the sites instead of uploading a picture.





13. Other factors to consider for facial types and styling are:

• Profiles:

o Concave: chin and forehead protrude and the nose recedes. Hair should be styled away from the chin and forehead.

o Convex: nose protrudes and chin and forehead recede. Hair should be styled forward at the chin and forehead.

o Flat occipital: create volume at the occipital.

o Protruding occipital: create volume in the crown and below the occipital.

• Parting:

o Side: makes thin hair appear thicker.

o Center: classic used for ovals, do not use with prominent nose.

o Diagonal: creates width or height.

o Zigzag; dramatic effects

o Off center part: usually used with color to draw attention.

• LESSON 2: Elements and Principles of Design

1. Review Essential Questions. Post Essential Questions in the classroom.

• How do the elements of design govern a client’s satisfaction with a style or cut?

• How do the principles of design govern a client’s satisfaction with a style or cut?

2. Introduce elements of design. Use three or four manikin models with extremely different styles. Turn on the overhead projector and use a black screen. Turn off lights and place one of the manikins in front of the screen at a time and discuss the five elements of design:

• Form: The outline or silhouette of the style.

• Space: The area the style occupies, also called volume.

• Line: Creates the form design or movement, can be horizontal, vertical, diagonal, or curved

o Designing with lines: can be single like in one length, repeating like in finger waves, contrasting like horizontal and vertical meeting and transitional usually curved with a blended line.

• Color: Visually effective, can create lines or create texture.

• Wave /texture: Refers to curl, wave, or straight hair appearance. This can be natural or created.

3. Have students practice a style on a manikin. Make a check sheet for the five elements. Student will exhibit their completed manikin to the class and explain each of the five elements in their design.

4. Discuss the principles of hair design.

• Proportion:

o Body proportion: hair and body should be in proportion. Ex: A large body should have large hair. The hair design should follow the 2/3 rule. If the hair equals 2/3 of the space then the face should equal 1/3. If the face equals 2/3 the hair should equal 1/3. If you follow this rule the hair and face will be in proportion.

o Balance: proportion of the style, is listed as symmetrical: equal on both sides or asymmetrical: different lengths or volumes on each side.

• Rhythm: the movement in a style, fast rhythm refers to tight curl and slow rhythm would be loose waves.

• Emphasis: the place the eye looks first; can be color, wave pattern, or change in form

• Harmony: the overall proportion of the hair, face, and body.

5. Using the internet, have students search for correct and incorrect examples of the principles of design. Students may work individually or in groups.

6. Students should share the information with the class by making a poster or PowerPoint presentation displaying correct and incorrect principles.

7. Have students complete the Clinical Practice unit performance task.

8. Review with students the unit Essential Questions and key terms.

9. Give the Unit 8 Principles of Hair Design Test.

• ATTACHMENTS FOR LESSON PLANS:

Word Wall Flyer

Facial Types Activity Worksheet

Blank Face Form Worksheet

Cheat Sheet for Style Selection Handout

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Culminating Unit Performance Task Title:

Clinical Practice

Culminating Unit Performance Task Description/Directions/Differentiated Instruction:

Have students complete five manikins in the clinic. Students may work individually or in small groups, depending on how many manikins are available. Students will select five different facial types, one for each manikin, and design a hair style for each using the principles and elements of design. Each style must also have a different parting using the five different parting techniques discussed.

Pictures should be taken and placed on the Portfolio Worksheet. Instructor should then evaluate the projects and provide feedback for improvement.

Attachments for Culminating Performance Task:

Portfolio Worksheet

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Web Resources:









Materials & Equipment:

Mirrors

Dry Erase markers

Measuring tape

Manikins

Overhead projector

Computer with internet access

Suggested books:

Milady textbook 2004

Clic Hairdesigning 2007

21st Century Technology Used:

|x |Slide Show Software | |Graphing Software | |Audio File(s) |

| |Interactive Whiteboard | |Calculator | |Graphic Organizer |

| |Student Response System | |Desktop Publishing | |Image File(s) |

| |Web Design Software | |Blog | |Video |

| |Animation Software | |Wiki | |Electronic Game or Puzzle Maker |

| |Email |x |Website | | |

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