Course Profile   Hairstyling and Aesthetics, Grade 11, Workplace, Catholic and Public

 

Unit 4:  Skin Care

Time:  20 hours

 

Activity 4.1 | Activity 4.2 | Activity 4.3 | Activity 4.4

Unit Description

Throughout this unit students learn to respect our cultural and pluralistic society. They learn to value and honour the individual needs of the clients they are serving. Students are introduced to the physical structure of the skin and appendages. They learn about the treatment, service, and application of beauty products to enhance and preserve the skin. Students research, identify, and apply appropriate massage techniques and product applications, after consultation with the client. Students are encouraged to focus on treatments and products that compliment the client’s skin. Students perform daytime, evening, and commercial make-up applications as well as corrective/enhancement make-up techniques in accordance with the client’s wishes and needs.

Emphasis is placed on using appropriate safety procedures to ensure the health and safety of themselves and the client.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

4.1.  Massage Theory and Manipulations

360 min

TFV.03, TFV.04, TF2.01, TF2.02, TF2.04, TF3.04, SPV.01, SPV.02, SPV.03, SP1.01, SP1.02, SP1.03, SP1.05, SP2.01, ICV.02, IC2.02, IC2.03

Knowledge

Application

Communication

Facial massage

4.2.  Performing a Facial for Problem Skin

360 min

TFV.04, TF2.01, TF2.02, TF2.03, TF3.04, SPV.02, SPV.03, SP1.01, SP1.02, SP1.03, SP1.05, SP2.01, ICV.02, IC2.03, TF1.03, IC2.01

Knowledge

Thinking/Inquiry

Communications

Application

Corrective facial

4.3.  Temporary Removal of Superfluous Hair

180 min

TFV.02, TF1.03, TF1.04, TF2.04 SPV.03, SP1.05, IC2.03

Thinking/Inquiry

Communication

Application

Hair removal

4.4.  Application of Corrective Enhancement Make up

300 min

TFV.03, TF1.03, TF2.01, SPV.02, SP2.01, SP1.03

Knowledge

Application

Corrective make-up application

Activity 4.1:  Massage Theory and Manipulations

Time:  360 minutes

Description

Students demonstrate effective communication and interpersonal skills required for performing a facial. They describe basic analysis procedures and learn basic movements and theory related to proper manipulations. Students gain knowledge of the physiological effects of massage and learn the motor nerve points that may affect the underlying muscles of the face. Students become familiar with the procedures performed during a massage service on the facial area as well as the contra-indications for facial massage. They describe the benefits of different massage movements and apply various massage movements to the face and neck. Emphasis is placed on the importance of following all safety and sanitary rules.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundations, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.03 - identify materials, techniques, and equipment used in the beauty services industry;

TFV.04 - describe scientific and physical processes used in various hairstyling and aesthetics services;

SPV.01 - identify a variety of services and techniques that meet industry standards;

SPV.02 - use appropriate materials and tools to perform basic salon services;

SPV.03 - demonstrate effective communication and interpersonal skills;

ICV.02 - identify health and safety standards in the use of equipment, materials, and techniques;

Specific Expectations

TF2.01 - explain vocabulary related to the industry (e.g., words describing the structure of the hair, skin, and nails; the professional names for techniques, tools, and products used for services);

TF2.02 - describe various material, processes, and equipment (e.g., types of shampoos, conditioners, masks, and cutting implements; massage techniques for the scalp, hands and face; manicure procedures; wax heaters);

TF2.04 - select and use appropriate materials and tools to perform basic salon services;

TF3.04 - explain the difference between hypo-allergenic and natural products (e.g., homemade skin care and health care products vs. products purchased from a beauty supplier) using information such as that provided on labels;

SP1.01 - describe basic analysis procedures (e.g., related to degree of porosity, scalp condition, skin type, facial shape, body type, health of nails) and recommend appropriate services;

SP1.02 - administer treatments following recommended procedures;

SP1.03 - select, prepare, and safely apply health and beauty products on live models or mannequins (e.g., skin and hair treatments, relaxers, tints, highlights);

SP1.05 - identify and use appropriate routine sanitization procedures;

SP2.01 - use effective communication techniques to interact with clients;

IC2.02 - describe and follow appropriate industry-standard health and safety procedures and regulations for handling products, tools, and equipment;

IC2.03 - apply personal health and safety standards correctly (e.g., by analysing skin, hair, and nails for disorders and diseases; sterilizing implements and equipment; wearing protective gloves during all chemical services; sanitizing hands; working in a properly ventilated area).

Prior Knowledge & Skills

·         awareness of sanitation precautions in a salon environment from previous units

·         effective communication skills

·         cooperative group skills

·         knowledge gained from Grade 9 Science course regarding cell structure and biologic classification

·         understanding of safe and sanitary work habits

·         proper grooming habits and personal hygiene (particularly in the areas of the face, hands, and nails) as learned in previous units

Planning Notes

·         Obtain supply materials (e.g., creams for practicing manipulation).

·         Provide additional resources for various types of facial manipulations (e.g., Lymphatic massage, pressure point, and manipulations, Dr. Jacquet movements).

·         Provide skin care products required to perform a facial massage service.

·         Prepare copies of a quiz on histology and physiology of the skin (see Appendix 4.1.1 – Histology and Physiology of the Skin Questions) for distribution to the class.

·         Prepare a diagram of the facial massage techniques for distribution to the class.

Teaching/Learning Strategies

1.   The teacher reviews with the class the histology and physiology of the skin, and conducts a lesson on the location of facial muscles and bones of the face and neck, including the muscular structure and function. The teacher discusses the motor nerve points of the face and explains their impact on underlying muscles.

2.   The teacher discusses the physiological effects of massage and outlines the benefits of a facial massage (e.g., absorption of product, stimulation of blood and lymph circulation, relaxation of nerves).

3.   The teacher demonstrates basic manipulations of effleurage, petrissage, friction, percussion/ tapotement, and vibration.

4.   Students complete a quiz on histology and physiology of the skin (see Appendix 4.1.1 – Histology and Physiology of the Skin Questions).

5.   The teacher reviews skin types, applications of products, and contra-indications.

6.   The teacher demonstrates a facial massage and discusses each step while students are applying the manipulations (not product) on mannequins.

7.   The teacher distributes a diagram of the facial massage techniques.

8.   In groups of two to four, students practise giving a facial massage service to each other, using their notes and observations of the teacher as reference.

9.   Throughout the activity the teacher reinforces the need for students to communicate with the client:

·         before the facial service;

·         during the service (to measure the level of pressure being applied with the massage, the level of comfort experienced by the client and to monitor for any allergic or negative reaction to product or manipulation);

·         after the facial service (to offer post-service home care recommendations).

10.  The teacher observes each groups’ work ethics, ensures that skin care products and manipulations are handled and applied safely and reinforces the need to follow all sanitary practices.

Assessment & Evaluation of Student Achievement

·         Students’ knowledge of the histology and physiology of the skin is assessed using Appendix 4.1.1 – Histology and Physiology of the Skin Questions.

·         Students’ understanding of and ability to perform a facial massage is assessed using Appendix 4.1.2 – Teacher Observation Rubric for Performing a Facial Massage.

Accommodations

·         Students may videotape the teacher’s demonstration of the facial massage for review purposes.

·         Students may videotape their own demonstrations of a facial massage for review and discussion purposes.

·         The teacher may arrange for extra practice time in providing facial manipulations.

·         Students may work with peer tutors.

·         The teacher may use a variety of teaching styles to accommodate learning styles.

·         An educational assistant may be assigned to the class.

·         Students may search websites for additional articles on facial massage techniques.

·         The teacher may provide professional videos on various types of facial massage techniques (lymphatic drainage, Dr. Jacquet, pressure point, etc.).

·         Students may decline to participate as models for this activity, if desired.

·         The teacher reviews students’ IEPs and adapts the activity to meet students’ needs.

Resources

Printed Materials

Allured Publishing. Milady’s Standard Textbook for Professional Aestheticians. New York: Allured Publishing, 1996. ISBN 1-56253-129-8

Milady Publishing. Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999.
ISBN 1-56253-466-1

Milady Publishing. Theory and Practice of Therapeutic Massage. New York: Milady Publishing, 1994.
ISBN 1-56253-120-4

Personal Services Setting Protocol Infection Control Program. Ministry of Health, Public Health Branch, January 1998.

Websites

Milady Thomson Learning Centre for school based training in cosmetology, barber-styling, aesthetics, nail technology, or massage - www.milady.com

Delmar, a division of Milady, video and publication resources - www.delmar.com

Allied Beauty Association of Canada - www.abacanada.com

Workplace Hazard Material Information System Website - http://www.utoronto.ca/safety/whmis2.htm

Software

Smart Tutor/Smart Tester & SmarTest. Milady Publishing Company (A Division of Delmar Publishers)

 

Appendix 4.1.1

Histology and Physiology of the Skin Questions

 

(See relevant chapters in Milady Standard Textbook of Cosmetology.)

(56 marks)

 

1.   Define the following terms: dermis, epidermis, anatomy, physiology, histology. (10)

 

2.   Identify and describe the 10 bones of the face and neck. (10)

 

3.   List and describe the 3 types of nerve fibres of the skin. (3)

 

4.   How is the skin nourished? (2)

 

5.   What is skin elasticity, and how does this affect the aging process? (2)

 

6.   How does skin obtain its colour, and what is the benefit of having melanin as a colouring agent? (2)

 

7.   Describe the two glands of the skin. (2)

 

8.   What are the principal functions of the skin, and how do they benefit us? (6)

 

9.   What are the benefits of a massage? (7)

 

10.  Identify and thoroughly describe the 6 basic manipulations used in massage. (12)

Appendix 4.1.2

Teacher Observation Rubric for Performing a Facial Massage

Categories

Level 1

(50 - 59%)

Level 2

(60 - 69%)

Level 3

(70 - 79%)

Level 4

(80 - 100%)

Knowledge

Massage performed in a sequential manner

SPV.02, SP1.02, SP1.03, TF2.02

- demonstrates limited ability to perform the massage in a sequential manner

- demonstrates some ability to perform the massage in a sequential manner

- demonstrates the ability to perform the massage in a sequential manner

- demonstrates  the ability to perform the massage in a sequential manner and with confidence

Application

Oral assessment on steps and terminology of massage procedure

SPV.02, TFV.03, ICV.02, SP1.02, SP1.05, TF2.01, TF2.02, IC2.02

- demonstrates limited understanding of technical terminology and procedures

- demonstrates some understanding of technical terminology and procedures

- demonstrates considerable understanding of technical terminology and procedures

- demonstrates thorough understanding of technical terminology and procedures

Communication

Pressure and comfort consultation with client during procedure

SPV.03, TFV.04, SP1.01, SP2.01, TF3.04

- communicates information with limited clarity

- communicates information with moderate clarity

- communicates information with considerable clarity

- communicates information with a high degree of clarity and with confidence

Note: A student whose achievement is below level 1 (50%) has not the expectations for this assignment or activity.

 

Activity 4.2:  Performing a Facial for Problem Skin

Time:  360 minutes

Description

Students learn and apply the procedures to complete a facial that addresses a client’s concerns about problem skin. Students learn about the benefits of a facial for problem skin and how to recognize problem skin, select and apply appropriate skin care products, and handle implements safely. Students apply steps and manipulations in sequential order to complete the facial. Throughout this activity students are made aware of the importance of applying safety and sanitary rules while working.

Strand(s) & Learning Expectations

Overall Expectations

TFV.04 - describe scientific and physical processes used in various hairstyling and aesthetics services;

SPV.02 - use appropriate materials and tools to perform basic salon services;

SPV.03 - demonstrate effective communication and interpersonal skills;

ICV.02 - identify health and safety standards in the use of equipment, materials, and techniques.

Specific Expectations

TF1.03 - identify ways in which the hairstyling and aesthetics industry provides a service (e.g., using beauty treatment to pamper clients, interpreting and satisfying clients’ needs, providing customer satisfaction and rapport);

TF2.01 - explain vocabulary related to the industry (e.g., words describing the structure of the hair, skin, and nails; the professional names for techniques, tools, and products used for services);

TF2.02 - describe various materials, processes, and equipment (e.g., types of shampoos, conditioners, masks, and cutting implements; massage techniques for the scalp, hands, and face; manicure procedures; wax heater);

TF2.03 - describe traditional and new products and methods used in the beauty industry;

TF3.04 - explain the difference between hypo-allergenic and natural products (e.g., homemade skin care and health care products vs. products purchased from a beauty supplier), using information such as that provided on labels;

SP1.01 - describe basic analysis procedures (e.g., related to degree of porosity, scalp condition, skin type, facial shape, body type, health of nails) and recommend appropriate services;

SP1.02 - administer treatments following recommended procedures;

SP1.03 - select, prepare, and safely apply health and beauty products on live models or mannequins (e.g., skin and hair treatments, relaxers, tints, highlights);

SP1.05 - identify and use appropriate routine sanitization procedures;

SP2.01 - use effective communication techniques to interact with clients;

IC2.02 - describe and follow appropriate industry-standard health and safety procedures and regulations for handling products, tools, and equipment;

IC2.03 - apply personal health and safety standards correctly (e.g., by analysing skin, hair and nails for disorders and diseases; sterilizing implements and equipment; wearing protective gloves during all chemical services; sanitizing hands; working in a properly ventilated area).

Prior Knowledge & Skills

·         familiarity with skin analysis from Activity 1: Massage Theory and Manipulations

·         effective communication skills

·         cooperative group skills

·         knowledge gained from Grade 9 Science regarding cell structure and biologic classification

·         understanding of safe and sanitary work habits from previous units

·         proper grooming habits and personal hygiene (particularly in the areas of the face, hands, and nails) from previous units

Planning Notes

·         Provide copies of consultation charts (see Appendix 4.2.1 – Sample of Skin Care Consultation Chart).

·         Provide copies of skin care worksheets (see Appendix 4.2.2 – Oily Skin Care Worksheet).

·         Prepare an overhead of the layers of the skin, focusing on the structure of the follicle.

·         Provide skin care products for problem and sensitive skin.

·         Invite students from other classes to act as models.

Teaching/Learning Strategies

1.   The teacher reviews the histology and physiology of the skin, including information on the different layers of the skin, how the skin is nourished, skin elasticity, skin colour, and functions of the skin.

2.   The teacher conducts a lesson on the appearance and causes of problem skin, including different types of acne (e.g., comedones, acne, milia) dryness, and aging.

3.   The teacher conducts a lesson on skin care products made for various skin types, including topical and oral medications prescribed by a doctor. Contra-indications are reviewed.

4.   The teacher distributes skin care consultation charts to students (see Appendix 4.2.1 – Skin Care Consultation Chart). Working in groups of two, students analyse each other’s skin for the identification of skin type, record each other’s skin care routines, and complete the skin care consultation chart. (Note: students do not complete the Treatment Record Card section of the consultation chart at this time.)

5.   As an independent study, students repeat the above exercise by examining the skin of family members and friends, and completing the Skin Care Consultation Chart (Appendix 4.2.1).

6.   In small groups, students discuss their findings, and prescribe a facial treatment procedure for each chart (see Resources). Students submit the charts for evaluation.

7.   The teacher invites students from other classes to act as models. The teacher and students analyse each model’s skin, reviewing the characteristics of different skin types.

8.   The teacher prepares the classroom and work stations for a facial treatment for a specified skin problem.

9.   The teacher gives a demonstration of various facial techniques for different skin types and discusses each step (products and manipulations) while students are applying the manipulations (not product) on a mannequin.

10.  The teacher conducts a lesson on how to extract comedones effectively and safely (may use a magnifying lamp), including how to sterilize the skin with a product.

11.  In groups of two to four, students practise giving facials to students with problem skin (if available), using their notes as reference. Group members may assist with determining the proper steps for selecting and applying skin care products.

12.  Throughout the activity, the teacher reinforces the need for students to communicate with the client before (to ascertain the client’s concerns and needs), during, (to ascertain the client’s level of comfort and to monitor for any discomfort or allergic reaction to the product or manipulation) and after (to offer post-service and home care recommendations) the facial service.

13.  The teacher observes each group’s work ethics and ensures that skin care products, machines and manipulations are handled and applied safely.

14.  Students complete Appendix 4.2.2 – Oily Skin Care Worksheet and submit it for evaluation.

Assessment & Evaluation of Student Achievement

·         The teacher assesses students understanding of and ability to complete a consultation chart by evaluating their Skin Care Consultation Charts (see Appendix 4.2.1 – Skin Care Consultation Chart).

·         Students’ knowledge and understanding of problem skin is assessed using Appendix 4.2.2 – Oily Skin Care Worksheet.

·         The students’ ability to perform a facial for problem skin is evaluated using Appendix 4.2.3 – Sample Assessment Rubric for Performing a Facial for Problem Skin.

Accommodations

·         Students may videotape the teacher’s demonstration of a facial (for problem skin) for review purposes.

·         Students may videotape their own demonstrations of a facial for review and discussion purposes.

·         The teacher may arrange for extra practise time in providing facial manipulation.

·         Students may work with peer tutors.

·         The teacher may use a variety of teaching styles to accommodate learning styles.

·         An educational assistant may be assigned to the class.

·         Students may search websites for additional articles on facial massage for problem skin.

·         Students may decline to participate as models for this activity, if desired.

·         The teacher reviews students’ IEPs and adapts the activity to meet students’ needs.

Resources

Print Materials

Allured Publishing Corporation. Physiology of the Skin. New York: Allured Publishing, 1996
ISBN 0-931710-52-9

Edgerton, Leslie. You and Your Clients: Milady’s Human Relations for Cosmetology. New York: Milady Publishing Company, 1992. ISBN 1-56253-058-5

Milady Publishing. Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999.
ISBN 1-56253-4661

Milady Publishing. Milady’s Standard Textbook of Aesthetics. New York: Milady Publishing, 1999.
ISBN 1-56253-129-8

Personal Services Setting Protocol Infection Control Program. Ministry of Health, Public Health Branch, January 1998.

Simmons, John V. The Science of Cosmetics. Hong Kong: MacMillan Education Ltd., 1990.
IBSN 0-333-43845-0

Websites

Smart Tutor/Smart Tester & SmarTest. Milady Publishing Company (A Division of Delmar Publishers)

Ontario’s Occupational Health and Safety Website - http://www.gov.on.ca/lab/ohs/ohse.htm

Workplace Hazard Material Information System Website - http://www.utoronto.ca/safety/whmis2.htm

 

Appendix 4.2.1

Sample of Skin Care Consultation Chart

 

Client’s Name:

Address:

City:

Telephone No.(s):

Known Allergies:

Medication(s):

 

Facial Area (observation)

Normal ______________________________

Acne            _____________

How many years            ________

Dry            _________________________________

Vulgaris            __________

Chronic             ______________

Dehydrated            ___________________________

Cystic            ____________

Rosacea            ______________

Aging   ______________________________

Scars (acne, etc.)            ____________________________

Thin, sensitive skin            ____________________

Wrinkles            ___________________________________

Oily             ________________________________

Superficial lines ____________________________

Open pores             ___________________________

Deep lines            _________________________________

Comedones (blackheads)            _______________

Relaxed elasticity            ____________________________

Milia (whiteheads)            ____________________

Good elasticity            ______________________________

Asphyxiation            _________________________

Couperose (broken capillaries)   ________________

Discolourations (blocked pores and follicles)            _____________________________________________

 

 

1.   Describe your cleansing and moisturizing routine.

 

2.   Have you ever received a facial before?

 

3.   If your answer to question two is yes, when was the date of your last facial and did you have any negative reactions to it?

 

4.   List the physical activities you are involved in (e.g., swimming, running).

 

 

Treatment Record Card

Date

Type of Facial Products Used

Remarks/Cosmetologist Cost

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 4.2.2

Oily Skin Care Worksheet

 

 

Name: ___________________

 

 

 

Type of Acne

Characteristics

Product Needed

Combination skin

Oily in facial axis only (T-zone)

 

 

Oily with comedones

 

 

Oily with comedones and acne

 

 

Oily with cysts

 

 

 

 

 

1.   List 4 to 6 factors which cause oily skin.

 

2.   Explain how a comedone is formed.

 

3.   Describe the follicle when there is the presence of bacteria.

 

4.   List the precautions to take when extracting comedones or milia.

 

5.   Explain how often a person can receive a facial for oily skin.

 

6.   List the benefits of a facial for oily skin.

 

7.   Explain why a person with oily skin should use a moisturizer.

 

Appendix 4.2.3

Sample Assessment Rubric of Performing a Facial for Problem Skin

 

Categories

Level 1

(50 - 59%)

Level 2

(60 - 69%)

Level 3

(70 - 79%)

Level 4

(80 - 100%)

Knowledge

Demonstrate knowledge of skin types

TFV.04, SP1.01

- demonstrates limited knowledge of problem skin

- demonstrates some knowledge of problem skin

- demonstrates considerable knowledge of problem skin

- demonstrates thorough knowledge of problem skin

Thinking/Inquiry

Determine the proper steps for selecting and applying skin care products

SP1.02, TF2.02, SP1.03, TF2.03, TF3.04

- determines the proper steps for selecting and applying skin care products with limited effectiveness

- determines the proper steps for selecting and applying skin care products with moderate effectiveness

- determines the proper steps for selecting and applying skin care products with considerable effectiveness

- determines the proper steps for selecting and applying skin care products with a high degree of effectiveness

Communication

Communicates skin analysis

SP1.01, TF2.01, SPV.03, SP2.01

- communicates identification of problem skin with limited clarity

- communicates identification of problem skin with moderate clarity

- communicates identification of problem skin with considerable clarity

- communicates identification of problem skin with a high degree of clarity

Application

Performs facial for problem skin

SPV.02, SP1.05, SP1.02, ICV.02, SP1.03, IC2.02, IC2.03

- performs facial with limited skill

- performs facial with moderate skill

- performs facial with considerable skill

- performs facial with a high degree of skill

Note: A student whose achievement is below level 1 (50%) has not the expectations for this assignment or activity.

Activity 4.3:  Temporary Removal of Superfluous Hair

Time:  180 minutes

Description

Students identify and practise the various methods of the temporary removal of superfluous hair. Students perform the procedure for tweezing and shaping a client’s eyebrows, in a safe and clean environment using sanitized implements. They consult with the client to determine if the client is suitable for the service, and record and maintain up-to-date client cards.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 - demonstrate an understanding of the role and contributions of the beauty services industry to individuals and to society;

SPV.03 - demonstrate effective communication and interpersonal skills.

Specific Expectations

TF1.03 - identify ways in which the hairstyling and aesthetics industry provides a service (e.g., using beauty treatment to pamper clients, interpreting and satisfying clients’ needs, providing customer satisfaction and rapport);

TF1.04 - identify the role that beauty industry services play in increasing self-esteem and well-being;

TF2.04 - select and use appropriate materials and tools to perform basic salon services;

SP1.05 - identify and use appropriate routine sanitization procedures;

SP2.01 - use effective communication techniques to interact with clients;

IC2.03 - apply personal health and safety standards correctly (e.g., by analysing skin, hair, and nails for disorders and diseases; sterilizing implements and equipment; wearing protective gloves during all chemical services; sanitizing hands; working in a properly ventilated area).

Planning Notes

·         Obtain and organize required implements (e.g., tweezers, clean towels, eyebrow pencil, eyebrow comb/brush, and client card).

·         Collect pictures from fashion magazines of different eyebrow shapes.

·         Ask students in the class to volunteer to have their eyebrows tweezed, and ensure the students’ parent/guardians have given permission for this procedure.

Prior Knowledge & Skills

·         proper grooming habits and personal hygiene (particularly in the areas of the face, hands, and nails) from previous units

·         effective communication skills

·         cooperative group skills

Teaching/Learning Strategies

1.   The teacher and students discuss various cultural practices regarding the removal of superfluous hair.

2.   The teacher discusses with the class the various methods and benefits of the temporary removal of superfluous hair.

3.   The teacher prepares for a demonstration of tweezing the brows.

4.   The teacher records the client’s name and information to ensure the client is suited for this service, and consults with the client on eyebrow shapes, taking into account eye shape, facial shape, maintenance, client preference, and fashion trends.

5.   The teacher washes her/his hands and drapes the client with a clean towel.

6.   The teacher “dots” three points on the eyebrow with an eyebrow pencil to show the beginning, high point, and end of the brow.

7.   The teacher and students discuss different types of tweezers and end shapes available.

8.   The teacher cleanses the tweezers with witch hazel and dries them off.

9.   The teacher brushes the eyebrow and then pulls skin taut and tweezes the hair.

10.  The teacher completes tweezing both brows, cleanses the skin with witch hazel, dries them off, and brushes them. If needed, the teacher “fills in” the brows with an eyebrow pencil.

11.  Students review the textbook of Cosmetology (see Resources) and answer the question sheet (Appendix 4.3.1 – Eyebrow Shaping Worksheet).

12.  After reviewing and discussing the answers to Appendix 4.3.1 – Eyebrow Shaping Worksheet, students form small groups and perform an eyebrow shaping procedure on one group member (who has previously received written permission for the performance of this procedure from his/her parent/guardian), following all health and safety industry practices.

13.  The teacher evaluates the procedure (see Appendix 4.3.2 – Assessment of Eyebrow Shaping).

14.  Students complete a quiz on eyebrow shaping (see Appendix 4.3.3 – Eyebrow Shaping Quiz).

Assessment & Evaluation of Student Achievement

·         The teacher observes and assesses students’ eyebrow shaping preparation and procedures, clean up, observance of safety and sanitary measures, communication skills with the client, time management skills, and organizational skills (see Appendix 4.3.2 – Assessment of Eyebrow Shaping).

·         The teacher evaluates students’ knowledge of eyebrow shaping using Appendices 4.3.1 – Eyebrow Shaping Worksheet and 4.3.3 – Eyebrow Shaping Quiz

Accommodations

·         The teacher may use a variety of teaching styles to accommodate learning styles.

·         Students may videotape the teacher’s demonstration of eyebrow shaping and techniques for review purposes.

·         Students may decline to participate as models for this activity, if desired.

·         The teacher reviews students’ IEPs and adapts the activity to meet students’ needs.

Resources

Books

Edgerton, Leslie. You and Your Clients: Milady’s Human Relations for Cosmetology. New York: Milady Publishing Company, 1992. ISBN 1-56253-058-5

Milady Publishing. Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 2000.
ISBN 1-56253-466-1

Milady Publishing. Milady’s Standard Textbook for Professional Estheticians. New York: Milady
Publishing, 1998. ISBN 1-56253-359-2

Personal Services Setting Protocol Infection Control Program. Ministry of Health, Public Health Branch, January 1998.

Magazines

Canadian Hairdresser, (all releases). Toronto, ON: HAR-CO CO

Fashion Magazine, (all releases). Toronto, ON.

Flare Magazine, (all releases). Toronto, ON.

Salon Magazine, (all releases). Toronto, ON.

BeautyBeat, (all releases). Toronto, ON.

Websites and Software

Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund

Smart Tutor/Smart Tester & SmarTest. Milady Publishing Company (A Division of Delmar Publishers)

Workplace Hazard Material Information System Website - http://www.utoronto.ca/safety/whmis2.htm

 

 

 

 

 

 

 

Appendix 4.3.1

Eyebrow Shaping Worksheet

 

Read the chapters in the textbook that refer to Eyebrow Shaping and answer the following questions.

 

List and explain the seven corrective placing and shaping techniques used for eyebrows to enhance facial appearance.

 

What bone does the natural arch of the eyebrows follow?

 

List and describe all the materials and products needed for an eyebrow shaping procedure using tweezers.

 

Identify in order the ten steps of an eyebrow procedure.

 

Identify the seven methods of temporary hair removal.

 

Appendix 4.3.2

Assessment of Eyebrow Shaping

Student: __________________

Client: ___________________

Date: ____________________

 

Criteria

Level 1

(50 - 59%)

Level 2

(60 - 69%)

Level 3

(70 - 79%)

Level 4

(80 - 100%)

Knowledge

Communication

Skin Analysis and Shape Identification

SP1.02

- demonstrates limited ability to consult with client to determine shape and skin analysis

- demonstrates some ability to consult with client to determine shape and skin analysis

- demonstrates considerable ability to consult with client to determine shape and skin analysis

- demonstrates the ability to consult with client to determine shape and skin analysis with a high degree of confidence

Thinking/Inquiry

Preparation and Organizational Skills

SP1.05

- materials and products are obtained

- materials and products are obtained and organized

- materials and products are obtained and organized efficiently

- materials and products are obtained and organized thoroughly

Application

Safety and Sanitation

IC1.03, SP1.05

- follows health and safety procedures infrequently

-follows health and safety procedures sometimes

- follows health and safety procedures most of the time

- follows health and safety procedures all of the time

Communication

Communication Skills with Client

SPV.03, SP1.02

- communicates with client with limited clarity

- communicates with client with some clarity

- communicates with client with considerable clarity

- communicates with client with a high degree of clarity, and with confidence

Application

Eyebrow Shaping

TF1.03, SP1.05

- demonstrates limited knowledge of procedure to follow when performing an eyebrow shaping

- demonstrates some knowledge of procedure to follow when performing an eyebrow shaping

- demonstrates considerable knowledge of procedure to follow when performing an eyebrow shaping

- demonstrates thorough knowledge of procedure to follow when performing an eyebrow shaping

Note: A student whose achievement is below level 1 (50%) has not the expectations for this assignment or activity.

Appendix 4.3.3

Eyebrow Shaping Quiz

  /25

True or False (8)

1.   Properly shaped eyebrows have little effect on the attractiveness of the face.             ___

2.   The natural arch of the eyebrow follows the occipital bone of the head.                                  ___

3.   Shaving or a wax depilatory may only be used on younger clients.                  __

4.   Close-set eyes require that you do increase the inner distance between the eyebrows.             ___

5.   To make the illusion of a shorter face, give the eyebrow a high and long arch.             ___

6.   To off set a triangular face do not arch the eyebrows at all.               ___

7.   For safety and protection of the client, cotton pledgets moistened with witch hazel or a mild astringent must be placed on the client’s eyes prior to shaping.                  ___

8.   After each eyebrow shaping service, you do not have to dispose of waste material as you are not going to be using them on another client.                     ___

Matching (7) Choose the appropriate definition in the right hand column to match each term in the left hand column. Indicate your choice in the spaces provided.

1.   Shaving       ___

A) - is applied heated and can be used on the cheeks, chin, upper lip, nape area, arms and legs.

2.   Depilatories ___

B) - is commonly used to shape the eyebrows and remove unwanted hairs around the mouth and chin.

3.   Electronic Tweezers

      Method of Hair

      Removal___

C) - belong to the group of temporary methods for the removal of unwanted hair.

      There are physical and chemical types.

4.   Hot Wax___

D) - has all the advantages of the heated form and is preferred by those clients who cannot tolerate the heated application.

5.   Chemical Depilatories___

E) - is recommended when unwanted hair covers a large area.

6.   Cold Wax __

F) - available in creams, pastes and powders and requires a skin test prior to application.

7.   Tweezing ___

G) - a non-permanent method of hair removal that is electrically charged.

 

H) - a large strip of material that has glue on one side and is placed on an area of the skin.

Written Answer

1.                     Identify all steps for an eyebrow shaping procedure.                    (10)

Answer Key: True or False: 1. F;                       2. F;                 3. F;                 4. T;                 5. F;                 6. F;                 7. T;                 8. F.

Matching: 1. E;                        2. C;                 3. G;                 4. A;                 5. F;                 6. D;                 7. B.

Written Answer:            1. Seat client.                2. Discuss procedure and shape with client.                    3. Cover client’s eyes with moistened cotton pledgets.                  4. Brush eyebrows.                   5. Soften brows with warm water.

6. Remove hairs between the brows.                  7. Remove hairs from above the eyebrow line.                8. Remove hairs from under the eyebrow line.                  9. Sponge brows with an astringent.                    10. Brush eyebrows.

Activity 4.4:  Application of Corrective/Enhancement Make up

Time:  5 hours

Description

This activity introduces students to make-up applications and techniques and allows students learn to the purpose of applying make up, and the products and implements required. Students demonstrate corrective/enhancement make-up application on a client. While doing so, students identify and use implements and make-up brushes, if available, and explain the products being used and correctly applied to best suit the client. Students consult with the client, being sensitive to their cultural needs and preferences. Students research and prepare a portfolio during class and at home.

Strand(s) & Learning Expectations

Overall Expectations

TFV.03 - identify materials, techniques, and equipment used in the hairstyling and aesthetics industry;

SPV.02 - use appropriate materials and tools to perform basic salon services.

Specific Expectations

TF1.03 - identify ways in which the hairstyling and aesthetics industry provides a service (e.g., using a beauty treatment to pamper clients, interpreting and satisfying clients’ needs, providing customer satisfaction and rapport);

TF2.01 - explain vocabulary related to the industry (e.g., words describing the structure of the hair, skin and nails; the professional names for techniques, tools and products used for services);

SP1.03 - select, prepare, and safely apply health and beauty products on live models or mannequins;

SP2.01 - use effective communication techniques to interact with clients.

Planning Notes

·         Photocopy student questionnaire (Appendix 4.4.1 – Corrective/Enhancement Make up Questions).

·         Obtain and organize implements, materials, and make-up products.

·         Collect a variety of day make up pictures from fashion magazines.

·         Make up artist or aesthetician may be invited as a guest speaker to discuss career opportunities in the aesthetics/cosmetic industry.

·         Provide a variety of current fashion magazines.

Prior Knowledge & Skills

·         effective communication skills

·         co-operative group skills

·         knowledge of colour theory from previous units

·         proper grooming habits and personal hygiene (particularly in the areas of the face, hands, and nails) from previous units

·         awareness of safety and sanitation precautions in a technical facility, from previous units

Teaching/Learning Strategies

1.   The teacher discusses the purpose of make up, including information on the steps of corrective/enhancement make-up techniques, cultural differences, face shapes, implements used, current trends in make up, products available, and client consultation.

2.   Students complete worksheets outlining the information previously discussed (see Appendix 4.4.1 – Corrective/Enhancement Make up Questions).

3.   The teacher and students discuss make-up routines, cultural expectations, trends, products, and implements.

4.   The class discusses career opportunities in the make up artistry industry.

5.   The teacher gives a demonstration of a corrective/enhancement make-up style using the steps method (see Appendix 4.4.2 – 12 Steps for Corrective/Enhancement Make up Style), discussing products, application during each step and client consultation.

6.   Students form groups of two to four and using their notes as reference, practise make-up application using and applying all health and safety procedures. Students may apply make up on themselves, on each other, or on a mannequin. Group members assist with determining the proper steps and application for a make up style.

7.   Throughout the activity the teacher reinforces the need for students to communicate with the client before and during this service. The teacher observes each group’s work ethics, ensures products are handled and applied safely, and reinforces the need to follow all sanitary practices.

8.   Students prepare a portfolio that incorporates a variety of personal, cultural, lifestyle, and life stages images. Using fashion magazines, students select a variety of corrective/enhancement make up styles. This portfolio can be used for future reference to enable students to meet the individual needs of clients with regard to corrective/enhancement make up styles.

9.   Students select from their portfolio one appropriate make up look to reproduce. Students write an explanation of the make up style selected and a description of their action plan for completing the look, including colour(s) selection, suitability, method of application, techniques, implements, and products to be used.

10.  The teacher reviews the assignment with students. Students provide feedback during consultation with the instructor.

11.  Students set up their stations and perform the chosen make up style, demonstrating proper technique and methodology.

12.  Guest speakers are invited to demonstrate current corrective/enhancement make up trends and to discuss career opportunities in the aesthetics/cosmetic industry.

Assessment & Evaluation of Student Achievement

·         Students’ knowledge of corrective/enhancement make-up applications and procedures is evaluated through observation of group and individual make-up applications (see Appendix 4.4.3 – Sample Assessment Rubric for Make up Application), and by evaluating their responses on worksheets
(see Appendix 4.4.1 – Corrective/Enhancement Make up Questions).

·         Students’ portfolios and make up assignment are evaluated for content, quality, accuracy of information, and completeness.

Accommodations

·         The teacher may use a variety of teaching styles to accommodate learning styles.

·         The teacher reviews students’ IEPs and adapts the activity to meet students’ needs.

·         Students may videotape the teacher’s demonstration of day make up for review purposes.

·         Students may videotape each other’s look before and after applying the make up style.

·         The teacher may provide professional videotape of make up for viewing (see Resources).

·         Students may decline to participate as models for this activity, if desired.

·         Students may work with peer tutors.

·         An educational assistant may be assigned as required.

Resources

Books

Campbell Place, Stan. The Art and Science of Professional Makeup. New York: Milady Publishing Company, 1990. ISBN 0-87350-361-9

Edgerton, Leslie. You and Your Clients: Milady’s Human Relations for Cosmetology. New York: Milady Publishing Company, 1992. ISBN 1-56253-058-5

Milady Publishing. Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999.
ISBN 1-56253-466-1

Milady Publishing. Milady’s Standard Textbook for Professional Estheticians. New York: Milady Publishing, 1998. ISBN 1-56253-359-2

Personal Services Setting Protocol Infection Control Program. Ministry of Health, Public Health Branch, January 1998.

Simmons, John V. The Science of Cosmetics. Hong Kong: MacMillan Education Ltd., 1990.
ISBN 0-333-43845-0

Magazines

Canadian Hairdresser, (all releases). Toronto, ON: HAR-CO CO.

Fashion Magazine, (all releases). Toronto, ON.

Flare Magazine, (all releases). Toronto, ON.

“Beauty 911: Product Labelling on Beauty Products.” Flare, (November 2000): 68

Salon Magazine, (all releases). Toronto, ON.

BeautyBeat, (all releases). Toronto, ON.

Video

Milady Standard Textbook of Cosmetology Video Series, 2E, Tape 11

Software and Websites

Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund

Corel Draw TM

Corel Presentation TM

Word Perfect TM

Smart Tutor/Smart Tester & SmarTest. Milady Publishing Company (A Division of Delmar Publishers)

Workplace Hazard Material Information System Website - http://www.utoronto.ca/safety/whmis2.htm

Appendix 4.4.1

Corrective/Enhancement Make up Questions

 

To be completed individually and submitted for evaluation.                                   /87

 

 

1.   List and describe the purpose of each product used for facial make up. (14)

 

2.   Identify all the steps required for providing a professional make up procedure. (10)

 

3.   What are the seven facial shapes? What make-up application techniques are used to enhance these shapes? (14)

 

4.   List the basic rules for applying corrective make up. (3)

 

5.   How can you conceal wrinkles? (2)

 

6.   Identify and describe the corrective make-up applications for the following:

forehead (1), nose and chin (6), jawline and neck (5), and eyes (8).

 

7.   How should lips be proportioned on the face? (1)

 

8.   List the nine types of lip shapes. (9)

 

9.   What factors must you take into consideration prior to completing a make-up application
on a client? (4)

 

10.  What is the main purpose of make up? (2)

 

11.  What is the first step in a make-up application procedure? Why is this important?        (2)

 

12.  How should products be removed from their containers? (1)

 

13.  If a client is also receiving hair services, when is the best time to perform the make-up
application? (2)

 

14.  In your own words explain the differences between the three terms: (3)

 

equipment,                                                                                            implements,                                                                                                             materials

Appendix 4.4.2

12 Steps for Corrective/Enhancement Make up Style

 

1.   Cleanse, tone and moisturize the client’s skin and tweeze eyebrows

 

2.   Concealor - colour selection

·         type of product

·          application of product

 

3.   Foundation (colour selection suited for skin type)

·         colour selection

·         product suited for client’s skin type

·         application of product

 

4.   Powder (loose)

·         colour selection

·         application of product

 

5.   Brows - fill in if necessary

 

6.   Eyeshadow(s) - colour selection(s)

·         complements client’s eye shape

·         application and blending techniques

 

7.   Eyeliner- colour selection

·         application and blending techniques

·         complements client’s eye shape

·         mascara

 

8.   Lip liner- colour selection

·         application technique

·         complements client’s lip shape/size

 

9.   Lipstick - colour selection

·         application technique

·         type of product (matte, shiny)

·         complements clients skin colouring and overall make up look

 

10.  Overall presentation

Appendix 4.4.3

Sample Assessment Rubric for Make up Application

 

Categories

Level 1

(50 - 59%)

Level 2

(60 - 69%)

Level 3

(70 - 79%)

Level 4

(80 - 100%)

Knowledge

Communication

Client Consultation

TF1.03, TF2.01

- client consultation for corrective
make-up application was completed to a limited degree

- client consultation for corrective
make-up application was completed to a moderate degree

- client consultation for corrective
make-up application was completed

- client consultation for corrective
make-up application was completed thoroughly and with a high degree of confidence

Thinking/
Inquiry

Preparation

TFV.03, SPV.02

- materials and products were obtained and organized to a limited level

- materials and products were obtained and organized to a moderate level

- materials and products were obtained and organized

- materials and products were obtained and organized efficiently

Application

Safety and Sanitation

SP1.03

- health and safety procedures were followed only to a limited degree

- health and safety procedures were followed to a moderate degree

- health and safety procedures were followed

- demonstrates and promotes the following of health and safety procedures

Communication

SP2.01

- communicates with client with limited clarity

- communicates with client with moderate clarity

- communicates with client with considerable clarity

- communicates with client with a high degree of clarity, and with confidence

Application

Procedures

SPV.02

- demonstrates limited knowledge of procedure to follow when applying make up

- demonstrates some knowledge of procedure to follow when applying make up

- demonstrates considerable knowledge of procedure to follow when applying make up

- demonstrates thorough knowledge of procedure to follow when applying make up

Note: A student whose achievement is below level 1 (50%) has not the expectations for this assignment or activity.

 

 

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