Course Profile Hairstyling and Aesthetics (TPE4E), Grade 12, Workplace Preparation, Combined

Unit 5: Client Make Over

Time: 10 hours

Activity 5.1 | Activity 5.2 | Activity 5.3 | Activity 5.4

Unit Description

In this culminating unit, students are challenged to analyse, administer, and assess their understanding and knowledge of hairstyling and aesthetics by simulating a life-like salon make-over service on a live model. Throughout this unit students apply skills for employability, self-employment, and entrepreneurship relative to Christian values. Students examine and reflect on their personal values, abilities, and aspirations that influence life choices and opportunities. Students engage in various communication, interpersonal, and problem-solving techniques to arrive at a suitable and logical process (e.g., hair shaping, chemical work, aesthetics procedures) to apply a full salon service for personal enhancement alterations on a live model. Students develop a portfolio outlining all procedures, and submit it for the purpose of future client services.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
5.1 Client Consultation	1 hour	TV2.02, SPV.03, SPV.05, TF1.01, TF1.02, TF2.03, TF3.03, SP1.05, SP2.01, SP2.04, SP3.01	Knowledge/ Understanding Thinking/ Inquiry Communication	Students perform on a live model, a full salon consultation procedure following and completing all professional and legal documentation prior to performing any service.
5.2 Hairstyling Procedures and Application	4 hours	TFV.02, SPV.03, SPV.04, TF1.03, TF1.04, SP2.01, SP2.03, SP2.05, SP2.07, SP3.02, IC1.01, 1CI.03	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Students, using the client consultation forms, develop chemical and physical hair services to address the various aspects of client makeovers and individual needs.
5.3. Aesthetic Services	3 hours	SPV.04, TFV.01, TF1.01, SP2.06, SP2.07, SP3.02, IC1.01, IC1.03	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Using the client consultation forms, students develop the professional and appropriate procedures to apply a full facial massage, nail and makeup application while meeting the needs of the client.
5.4 Client Portfolio	2 hours	TFV.01, TFV.03, SPV.05, TF1.04, TF2.01, SP1.04, SP2.08	Knowledge/ Understanding Thinking/ Inquiry Communication	Students compile all information (before and after pictures) along with all salon procedures and the client’s personal information and legal documents signed. This is to be submitted for final assessment and evaluation.

Activity 5.1: Consultation

Time: 1 hour

Description

Through the consultation process, students develop interpersonal skills by communicating with client to determine appropriate services by analysing the properties of the hair, nails, and skin. Students are required to be professional in all matters pertaining to a consultation procedure. All information and legal issues must be discussed and forms endorsed prior to performing any service for not only the protection of the client, but for the protection of the salon (classroom) and employees (students).

Strand(s) & Learning Expectations

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

Overall Expectations

TFV.02 - solve problems related to specific client requests, needs and expectations;

SPV.03 - demonstrate communication and interpersonal skills in a work environment;

SPV.05 - demonstrate effective communication and interpersonal skills.

Specific Expectations

TFl.01 - determine appropriate services for a variety of clients through a consultation process;

TFl.02 - identify diseases and disorders relating to the hair, skin, and nails;

TF2.03 - identify potential problems arising from product applications on the hair, skin and nails;

TF3.03 - explain the importance of customer service;

SP1.05 - interpret diagnostic results to advise clients of appropriate services;

SP2.01 - use skin and hair analysis procedures to determine the most suitable service, products, equipment, and techniques (e.g., for services such as manicures, pedicures, skin treatments, eyebrow shaping, make up application, hair removal, advanced thermal styling, advanced dry and wet styling, artificial hair application, chemical services, corrective treatments, creative evening styles, and fantasy designs);

SP2.04 - determine hair characteristics (e.g., texture, porosity, elasticity, density, lengths, amount of curl) of a variety of clients and determine the solutions that are most suitable and that best satisfy the clients’ requests and needs;

SP3.01 consult effectively with a variety of people in a client setting and use problem-solving skills to determine the most suitable services and products for the individual.

Planning Notes

The teacher:

· asks students to review the pages on completing a client profile card for hair, chemical, skin, and make up services from the textbook;

· asks students to choose a model who would be available to have all the services performed on them;

· provide permission forms (Appendix 5.1.1) for parents to fill out if the model is 18 years of age or younger (and for teachers to sign if the model is within the school) Note: Students should be advised that “clients” may wish to withhold personal information. This should be an option.

· provides the client profile handouts (Appendices 5.1.2, 5.1.3, 5.1.4, and 5.1.5);

· provides the portfolio rubric (Appendix 5.1.6);

· prepares a student handout describing the procedures to follow during the client make over;

· reserves school camera to have available in the classroom and provides film.

Prior Knowledge & Skills

The students have prior knowledge of:

· recording and maintaining client profile charts;

· interpreting diagnostic results to advise clients of appropriate services;

· identifying hair, skin, and nail abnormalities;

· competently performing hairstyling, chemical, skin, and nail services;

· safety and sanitation work practices;

· theory and application of chemical services for hair, skin, and nails.

Teaching/Learning Strategies

1. The teacher distributes the client make over assignment (Appendix 5.2.1) for students to review.

2. The teacher distributes the Handout Performance Expectations (Appendix 5.4.2), Checklist of Portfolio Contents (Appendix 5.4.1) and the Client Portfolio Rubric (Appendix 5.4.4) and explains the objectives of this unit.

3. Students participate in a role play on how to:

· properly greet clients;

· communicate effectively with clients;

· articulate their suggestions for the recommended services.

4. Students prepare a time management sheet indicating how much time is needed to complete the services.

5. Students prepare the classroom for the client make-over (making sure that they have all their tools, supplies and products).

6. Students invite their model into the classroom and proceed to complete the client profile chart.

7. Students and their models select the appropriate services and products.

8. The teacher, students and model review, interpret, and assess the client profile chart, selected services and products, and the time management sheet.

9. Throughout the activity, the teacher reinforces the need for students to communicate with the client before (to ascertain the client’s concerns and needs) and during (to ascertain the client’s level of comfort and to monitor for any discomfort or allergic reaction to the product or manipulation).

10. The teacher assesses the client profile chart for accuracy and completion, then final evaluation.

11. The entire class discusses their experience with the consultation processes, and offers their suggestions, opinions, and concerns.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment Category
Time Management Sheet	Anecdotal Comments	Formative	Communication
Client Profile Chart	Checklist Marking Scheme	Summative	Knowledge/Understanding Communication
Client Consultation	Rubric (Appendix 5.1.6)	Summative	Thinking/Inquiry Communication

Accommodations

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

· students may work on a mannequin instead of a model (if the model cancels or the student does not feel quite secure working on a person);

· students may work with peer tutors.

Resources

Print

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 l - 56253-4661

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

Wright, Robert, Ph.D. People Skills: Your Personal Guide to Salon Success. Chicago, IL: Pivot Point International, Inc., 1988.

Videos

Milady Standard Textbook of Cosmetology Video Series

Wayne Grund. “Moods.” Video Series vol. 1-3. ProDesign International, 1997. approx. 2 hours.
1-800-235-7376

Computer Software

Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund

Websites

Redken 5th Avenue NYC – http://www.redken.com

Modern Salon Magazine – http://www.modernsalon.com

Appendix 5.1.1

Release Form

I _____________________________________ release the student, instructor, school, and board from all claims arising out of and in any way affiliated to the services performed in the classroom.

Signed: ________________________ Parental Signature (if under 18): ___________________

Date: __________________________ Witnessed: _____________________________

Appendix 5.1.2

Client Colour Profile Card

The following information is strictly confidential and is to be used solely for client evaluation purposes in the salon.

Client Name: _______________________ Telephone #: home: ____________ work: ____________

Address: ________________________________

City: _____________________ Postal Code: __________

Birth date: ____________________________ Occupation: ________________________________

Previous Allergies: ________________________________________________________________

Medication: ______________________________________________________________________

Additional comments: _____________________________________________________________

Predisposition Test

Date of test: ___________________________ Results: __ Positive__ Negative

Hair Analysis:

Natural Base Level: ___________ Tonal Value: ____________ % of Grey: __________

Overall Condition of hair:	_ normal	_ dry	_ oily
Overall Condition of scalp:	_ normal	_ dry	_ oily
Hair texture:	_ fine	_ medium	_ coarse
Hair porosity:	_ normal	_ porous	_ over porous
Hair elasticity:	_ good	_ poor
Natural form:	_ straight	_ wavy	_ curly
Hair length:	_ short	_ medium	_ long

The hair was previously tinted: __ yes __ no

Appendix 5.1.3

Predisposition Checklist

__________ Write down the procedural technique of the predisposition test.

__________ Gather all necessary materials to perform test.

__________ Observe instructor as colour and developer are mixed.

__________ Appropriately drape client for the test.

__________ Select test area, either behind the ear or in the inner fold of the elbow.

__________ Gently cleanse area where test will be performed.

__________ Dry the area thoroughly.

__________ Follow teacher’s instructions and apply formula to the specific area with a sterile cotton swab.

__________ Leave test area undisturbed for 48 hours.

__________ Examine tested area for any changes.

__________ Complete results on client profile card.

__________ If test is negative, the student understands that they can proceed with the service.

__________ If test is positive, the student understands that the hair colouring service cannot be provided.

Appendix 5.1.4

Client Permanent Waving Profile Card

The following information is strictly confidential and is to be used solely for client evaluation purposes in the salon.

Client Name: _______________________ Telephone #: home: ___________ work: ____________

Address: ________________________________

City: _____________________ Postal Code: _____________

Birth date: ____________________________ Occupation: _______________________________

Previous Allergies: ______________________________________________________________

Medication: ____________________________________________________________________

Additional comments (e.g. pregnancy, type of water used, products used in the last 4 weeks): ______________________________________________________________________________

______________________________________________________________________________

Hair Analysis (Circle the appropriate description)

Overall Condition of hair:	_ normal	_ dry	_ oily
Overall Condition of scalp:	_ normal	_ dry	_ oily
Hair texture:	_ fine	_ medium	_ coarse
Hair porosity:	_ normal	_ porous	_ over porous
Hair elasticity:	_ good	_ poor
Natural form:	_ straight	_ wavy	_ curly
Hair length:	_ short	_ medium	_ long

Appendix 5.1.5

Sample of Skin Care Consultation Chart

Client Name: _______________________ Telephone #: home: ____________ work: ____________

Address: ________________________________

City: _____________________Postal Code: ______________

Known Allergies: ___________________________________________________

Medication(s): ______________________________________________________

Facial Area (observation)

Overall Skin Type	Comments
Oily
Normal
Dry
Combination
Elasticity	Comments
Good
Relaxed
Tight
Aging/Hormonal Problems	Comments
Acne (How many years?)
Comedones (blackheads)
Milia (whiteheads) (acne, etc.)
Dehydrated
Deep lines
Wrinkles
Thin, sensitive skin
Superficial lines
Enlarged pores
Discolourations (blocked pores and follicles)
Couperose (broken capillaries)
Medical Disorders/Diseases	Comments
Scars
Asphyxiation
Vulgaris
Rosacea
Cystic

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).

Appendix 5.1.6

Client Consultation Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication
Effectively communicates with a client during a consultation	- demonstrates limited effectiveness while communicating with a client during a consultation	- demonstrates some effectiveness while communicating with a client during a consultation	- demonstrates considerable effectiveness while communicating with a client during a consultation	- demonstrates a high degree of effectiveness while communicating with a client during a consultation
Thinking/Inquiry
Uses the information acquired through the diagnostic/consultation process to formulate an outline of services to be given to the client	- uses limited amount of the information acquired through the diagnostic/ consultation process to formulate an outline of services to be given to the client	- uses some of the information acquired through the diagnostic/ consultation process to formulate an outline of services to be given to the client	- uses a considerable amount of information acquired through the diagnostic/ consultation process to formulate an outline of services to be given to the client	- thoroughly uses all or most of the information acquired through the diagnostic/ consultation process to formulate an outline of services to be given to the client

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

Activity 5.2: Hairstyling Procedures and Application

Time: 4 hours

Description

Students demonstrate professional techniques and effective communication skills on the client they consulted with in the previous activity, while performing a full range of hairstyling services. Students select the appropriate products, equipment and tools to perform a colour, permanent wave, or hair relaxer service on the selected client. They complement the chemical service with a predetermined haircut and style. Incorporating safe, sanitary work habits is essential throughout the scheduled appointment. Students take photographs and record information during each stage of the process to add to the client portfolio for final evaluation at the end of this unit.

Strand(s) & Learning Expectations

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

Overall Expectations

TFV.02 - solve problems related to specific client requests, needs, and expectations;

SPV.03 - demonstrate communication and interpersonal skills in a work environment;

SPV.04 - employ techniques that meet industry standards, including advanced styling techniques and chemical services applications, using appropriate equipment, materials, and implements.

Specific Expectations

TF1.03 - explain colour theory concepts (e.g. colour wheel, warm and cool shades, hair colour formulation, make-up selection, complementary colours);

TF1.04 - describe the ways in which the design process is used in the hairstyling and aesthetics industry (e.g., the planning of appropriate style designs, balance in hairstyles, make-up artistry, or creativity in nail designs; sketching diagrams of styling and cutting patterns);

SP2.01 - use skin and hair analysis procedures to determine the most suitable service, products, equipment, and techniques (e.g., for services such as manicures, pedicures, skin treatments, eyebrow shaping, make-up application, hair removal, advanced thermal styling, advanced dry and wet styling, artificial hair application, chemical services, corrective treatments, creative evening styles, and fantasy designs);

SP2.03 - competently perform services that chemically alter the structure of hair (e.g., permanent waves, soft curl perms, chemical relaxers), using a variety of advanced techniques;

SP2.05 - perform effectively a variety of fashion cuts that accentuate the client’s best features by using advanced shaping techniques (e.g., texturizing, point cutting, blending, razor cutting, tapered cutting, blunt and layer cutting);

SP2.07 - interpret and adhere to manufacturer’s directions on products and equipment related to the beauty industry;

SP3.02 - demonstrate effective communication, organizational, teamwork, and personal management skills;

IC1.01 - use safe and sanitary work practices in performing hairstyling and aesthetic services;

IC1.03 - use and handle electrical equipment safely.

Planning Notes

The teacher:

· organizes an appointment schedule for all clients and ensures that all clients and students understand the process and expectations;

· ensures that release statements are available for clients to sign;

· reviews the recommendations and conclusions from the student/client consultation process (Activities/Appendices 5.1.2, 5.1.3, 5.1.4, and 5.1.5);

· discusses the plans with students to ensure effective results for the client;

· ensures that all necessary chemicals, tools, products are available for use;

· reviews safety precautions and sanitary procedures;

· reviews customer service strategies;

· provides a camera and backdrop screen for students to photograph their clients.

Prior Knowledge & Skills

The students have knowledge of:

· interpreting client consultation form results;

· hair products;

· colour theory, formulation, application, timing, procedures;

· permanent waving and/or hair relaxing procedures;

· hair cutting techniques;

· hairstyling and finishing techniques;

· customer service skills;

· safe, sanitary procedures for all hair services.

Teaching/Learning Strategies

1. The class discusses strategies to ensure fast, high quality service to clients participating in this time consuming make over project.

2. Students invite their customers into the classroom salon during predetermined appointment times after discussing a schedule to complete all services. The teacher ensures that release form has been received and properly completed. The teacher gets assurance that client has agreed to picture taking.

3. Students prepare a workstation with all the necessary equipment, tools, and products.

4. Students review chemical service procedures and hairstyle recommendations with their clients while the teacher observes. Discussion among all parties is encouraged.

5. Students begin to perform predetermined chemical service. A timer is used.

6. Students record information and take photographs during the process.

7. The teacher monitors chemical application, timing, and results and offers advice where needed.

8. Students complete chemical service.

9. Students discuss results with clients and explain next steps.

10. Students complete client record cards.

11. Students perform predetermined haircuts.

12. The teacher checks haircuts the students have performed.

13. Students style hair and ask clients for comments on the finished look.

14. The teacher evaluates the final results in comparison to the requested hairstyle.

15. Students summarize information by writing an explanation of the process followed during the make over assignment.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment Category
Client Consultation	Observation (Appendix 5.2.1, 5.2.3)	Summative	Communication
Chemical Service Performance	Observation Conferencing Rubric (Appendices 5.2.2, 5.2.4, 5.2.5)	Summative	Communication Application
Client Record Card Completion	Checklist (Appendix 5.2.6)	Summative	Knowledge/Understanding Application
Hair Cut/Makeover	Observation Conferencing Rubric	Summative	Knowledge/Understanding Application

Accommodations

· mannequins used rather than live model where students experience discomfort with live models;

· peer assistance; two students provide services for one client;

· computer aided programs may be used in lieu of a live model;

Resources

Print

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

Milady Publishing. Communication Skills for Cosmetologists. New York: Milady Publishing, 1994. ISBN 1-56253-087-9

Spencer, Patricia. Hair Colouring A Hands-on Approach. New York: Milady Publishing, 1990.
ISBN 0-87350-393-7

Magazines and Journals

BeautyBeat (all releases). Toronto, ON.

Canadian Hairdresser (all releases). Toronto, ON: Har-Co Co.

Fashion Magazine (all releases). Toronto, ON.

Flare (all releases). Toronto, ON.

Modern Salon (all releases). Lincolnshire, IL.

Salon Magazine (all releases). Toronto, ON.

Videos

Milady Standard Textbook of Cosmetology Video Series

Wayne Grund. “Moods.” Video Series vol. 1-3. ProDesign International, 1997. approx. 2 hours.
1-800-235-7376

Computer

Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund

Guest Speaker/s: Photographer and/or model to explain best approach for taking before, during, and after pictures of clients during services

Appendix 5.2.1 – Live Model Make-Over Assignment

Due Date: ___________________

Student Activity

Select a friend or family member as your client. Consult with him or her to determine whether he or she is free to come into the classroom salon as a client for you to perform a chemical service, haircut, and style. Indicate that you will be taking photographs at different steps in the makeover that will be used by the teacher in the assessment of the assignment. Discuss options with your client and choose the most suitable look for your client. Complete the makeover in the classroom salon as the teacher observes and monitors all the procedures. Take photographs throughout the process for your Cosmetology Portfolio. This will be applied to your Client Portfolio Activity 5.4.

Appendix 5.2.2 – Rubric for Chemical Service Performance

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
Demonstrate knowledge of chemical relaxers and permanent waving products	- demonstrates limited knowledge of chemical relaxers/ permanent waving products	- demonstrates some knowledge of chemical relaxers/ permanent waving products	- demonstrates considerable knowledge of chemical relaxers/ permanent waving products	- demonstrates thorough knowledge of chemical relaxers/ permanent waving products
Thinking/Inquiry
Plans formulate, and analyse various chemical waving/relaxing techniques	- limited planning, formulating, and analysing of various chemical waving/relaxing techniques	- some planning, formulating, and analysing of various chemical waving/relaxing techniques	- considerable planning, formulating, and analysing of various chemical waving/relaxing techniques	- thorough planning, formulating, and analysing of various results chemical waving/relaxing techniques
Communicate and discuss various chemical processes (both physical and chemical) using a variety of wrapping techniques and their effects on hair	- communicates and discusses processes with limited clarity	- communicates and discusses processes with moderate clarity	- communicates and discusses processes with considerable clarity	- communicates and discusses processes with a high degree of clarity
Application
Identify and perform safely various chemical waving/relaxing procedures for desired results	- limited ability to distinguish between various chemicals and procedures for desired results	- some ability to distinguish between various chemicals and procedures for desired results	- considerable ability to distinguish between various chemicals and procedures for desired results	- thorough ability to distinguish between various chemicals and procedures for desired results

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

Appendix 5.2.3

Choosing the Correct Colour Scheme Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
Demonstrate knowledge of colour concepts and terminology	- demonstrates limited knowledge of colour concepts and terminology	- demonstrates some knowledge of colour concepts and terminology	- demonstrates considerable knowledge of colour concepts and terminology	- demonstrates thorough knowledge of colour concepts and terminology
Thinking/Inquiry
Analyse and evaluate colour characteristics of peers	- analyses and evaluates colour characteristics of peers with limited effectiveness	- analyses and evaluates colour characteristics of peers with moderate effectiveness	- analyses and evaluates colour characteristics of peers with considerable effectiveness	- analyses and evaluates colour characteristics of peers with a high degree of effectiveness
Communication
Communicate with peers to determine information during consultation	- communicates with peers to determine information during consultation with limited clarity	- communicates with peers to determine information during consultation with moderate clarity	- communicates with peers to determine information during consultation with considerable clarity	- communicates with peers to determine information during consultation with a high degree of clarity

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

Appendix 5.2.4

Colour Swatch Testing Chart

Type of Colour To Be Used

Natural Level of Swatch

Desired Level of Swatch

Tonal Value to Achieve

Formula

Layer of Penetration And Results

Appendix 5.2.5

Colour Procedure Rubric

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
Demonstrate knowledge of colour formulation and application	- demonstrates limited knowledge of colour formulation and application	- demonstrates some knowledge of colour formulation and application	- demonstrates moderate knowledge of colour formulation and application	- demonstrates thorough knowledge of colour formulation and application
Thinking/Inquiry
Plan, formulate, and analyse results of colour experiments	- plans, formulates, and analyses results of colour experiments with limited effectiveness	- plans, formulates, and analyses results of colour experiments with moderate effectiveness	- plans, formulates, and analyses results of colour experiments with considerable effectiveness	- plans, formulates, and analyses results of colour experiments with a high degree of effectiveness
Communication
Communicate and discuss processes and results of colour experiment	- communicates and discusses processes and results of colour experiment with limited clarity	- communicates and discusses processes and results of colour experiment with moderate clarity	- communicates and discusses processes and results of colour experiment with considerable clarity	- communicates and discusses processes and results of colour experiment with a high degree of clarity
Application
After completing the hair shaping component, student creates a visual display of hair colour results	- creates a visual display of hair colour results with limited skill	- creates a visual display of hair colour results with moderate skill	- creates a visual display of hair colour results with considerable skill	- creates a visual display of hair colour results 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.

Appendix 5.2.6

Summative Evaluation for Live Model Make-Over Assignment

Name: Date handed in:

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Application
Customer services performed with understanding of procedures	- customer services performed with limited degree of understanding	- customer services performed with moderate degree of understanding	- customer services performed with high degree of understanding	- customer services performed competently and thoroughly
Thinking/Inquiry
Decisions and processes followed	- processes followed and decisions made with limited skill	- processes followed and decisions made with moderated skill	- processes followed and decisions made efficiently	- processes followed and decisions made efficiently and with high degree of skill
Knowledge/Understanding
Knowledge of procedures for hair services (including shaping, shampooing, chemical work)	- demonstrates limited knowledge of procedures for hair services	- demonstrates some knowledge of procedures for hair services	- demonstrates considerable knowledge of procedures for hair services	- demonstrates thorough knowledge of procedures for hair services

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

Activity 5.3: Aesthetic Services

Time: 3 hours

Description

The student selects appropriate products, tools, and supplies to perform a manicure, mini-facial, eyebrow shaping, and make up. The student will take photographs and record information during each stage of the processes to add to the portfolio.

Strand(s) & Learning Expectations

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

Overall Expectations

TFV.01 - describe advanced design techniques used in hairstyling and aesthetics;

SPV.03 - demonstrate communication and interpersonal skills in a work environment.

Specific Expectations

TF1.01 - determine appropriate services for a variety of clients through a consultation process;

SP2.06 - use appropriate skin treatments (e.g., cleansers, tonics, exfoliates, treatment creams, masks, high frequency treatments) for specific client needs;

SP2.07 - interpret and adhere to manufacturers’ directions on products and equipment related to the beauty industry;

SP3.02 - demonstrate effective communication, organizational, teamwork, and personal management skills;

IC1.01 - use safe and sanitary work practices in performing hairstyling and aesthetic services;

IC1.03 - use and handle electrical equipment safely.

Planning Notes

The teacher:

· reviews the recommendations and conclusions from the student/client consultation processes;

· instructs the class to prepare their work stations with the necessary tools, supplies, and products appropriate for their models, and services;

· instructs students to review and practise their skills on a mannequin prior to the workshop;

· conducts class meeting to discuss teamwork, professionalism, safety and sanitary practices;

· assists students taking photographs before, during, and after each service;

· refers to consultation sheets and time allotment noted for each client to ensure that reviews each service can be completed with competency and safety.

Prior Knowledge & Skills

The students have knowledge of:

· sanitary and safety procedures for customer service;

· communication skills for client consultation;

· interpreting client profile chart with accuracy;

· identifying skin and nail abnormalities;

· demonstrating competence in skin, nail, eyebrow shaping, and make-up services.

Teaching/Learning Strategies

1. The teacher reviews the time management sheet with students and models.

2. The teacher reviews client profile chart.

3. Students perform mini-facials (using products appropriate for models’ skin types, and which make up may be applied later). The manicure may be started while the client has the mask on.

4. Students shape the models’ eyebrows (tweezing, waxing or threading).

5. The models change back into regular clothes if they had previously changed into facial gowns or robes.

6. Students apply nail polish if there was not sufficient time earlier.

7. Throughout the activity, the teacher reinforces the need for students to communicate with the clients before (to ascertain the clients’ concerns and needs), during (to ascertain the clients’ 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) each service.

8. The teacher observes each student’s work ethics and ensures that skin care products, eyebrow shaping products and nail products are handled and applied safely.

9. Each student completes client profile report (Appendix 5.4.3) and submits it for final evaluation for Activity 5.4 Client Portfolio.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment Category
Eyebrow Shaping Procedure	Rubric (Appendix 5.3.1)	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application
Facial Massage Procedure	Rubric (Appendix 5.3.2)	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application
Make-up Application Procedure	Checklist (Appendix 5.3.3)	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application
Client Make-Over	Rubric (Appendix 5.3.4)	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application

Resources

Print

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

Milady Publishing. Milady’s Theory Workbook of Cosmetology. New York: Milady Publishing, 1999.
ISBN 1-562-53468-8

Milady Publishing. Milady’s Practical Workbook of Cosmetology. New York: Milady Publishing, 1999. ISBN 1-56253-469-6

Videos

Milady Standard Textbook of Cosmetology Video Series

Appendix 5.3.1

Eyebrow Shaping Rubric

Student: __________________

Client: ___________________

Date: ____________________

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding, Communication
Demonstrate Skin Analysis and Shape Identification	- 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
Demonstrate preparation and organization of materials and products	- demonstrates limited preparation of materials and products	- demonstrates some preparation of materials and products	- demonstrates considerable preparation of materials and products	- demonstrates a high degree of preparation of materials and products
Application
Demonstrate safety and sanitation procedures	- limited adherence to health and safety procedures	- some adherence to health and safety procedures	- considerable adherence to health and safety procedures	- high degree of adherence to health and safety procedures
Demonstrate eyebrow shaping	- 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
Communication
Demonstrate communication skills with client	- 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

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

Appendix 5.3.2

Performing a Facial Massage Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
Demonstrate knowledge of skin types	- demonstrates limited knowledge of skin types	- demonstrates some knowledge of skin types	- demonstrates considerable knowledge of skin types	- demonstrates thorough knowledge of skin types
Thinking/Inquiry
Determine the proper steps for selecting and applying skin care products	- 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
Communicate skin analysis, pressure, and comfort zone with client during procedure	- communicates with limited clarity	- communicates with moderate clarity	- communicates with considerable clarity	- communicates with a high degree of clarity
Application
Perform facial	- 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.

Appendix 5.3.3

11 Steps for Facial Make-up Application

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

2. Concealer - 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. Cheek Colour(s) - colour selection(s)

· complements client’s face shape

· application and blending techniques

6. Brows - fill in if necessary

7. Eye shadow(s) - colour selection(s)

· complements client’s eye shape

· application and blending techniques

8. Eyeliner- colour selection

· application and blending techniques

· complements client’s eye shape

· mascara

9. Lip liner- colour selection

· application technique

· complements client’s lip shape/size

10. Lipstick - colour selection

· application technique

· type of product (matte, shiny)

· complements clients skin colouring and overall make up look

11. Overall presentation

Appendix 5.3.4

Make-up Application Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
Complete client consultation	- client consultation for make-up application was completed to a limited degree	- client consultation for make-up application was completed to a moderate degree	- client consultation for make-up application was completed	- client consultation for make-up application was completed thoroughly and with a high degree of confidence
Thinking/Inquiry
Prepare for make-up application	- 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
Demonstrate make-up application procedures	- 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
Demonstrate safety and sanitation procedures	- health and safety procedures were followed 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
Communicate with client	- 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

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

Activity 5.4: Client Portfolio

Time: 2 hours

Description

Students compile a report to creatively display the information received during the client make-over process. Photographs of the different stages of the make-over are labelled and explained. Students develop a portfolio to present a visual representation of their successes, skills, and a variety of services they have performed on clients and mannequins over the year.

Strand(s) & Learning Expectations

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

Overall Expectations

TFV.01 - describe advanced design techniques used in hairstyling and aesthetics;

TFV.03 - explain the physical and chemical effects of beauty products on the hair, skin, and nails;

SPV.05 - demonstrates effective communication and interpersonal skills.

Specific Expectations

TF1.04 - describe the ways in which the design process is used in the hairstyling and aesthetics industry;

TF2.01 - describe the potential effects of chemical applications on the hair, skin, and nails;

SP1.04 - explain how to obtain information from a variety of sources to determine the best solution to a given problem;

SP2.08 - identify hair, skin, and nail abnormalities and advise clients on home care and preventive measures.

Planning Notes

The teacher:

· directs students to purchase a portfolio folder or suggests they make one from art supplies;

· shows examples of completed portfolios and explains their purpose;

· photocopies all required assignment material (Appendices 5.4.1, 5.4.2, 5.4.3, and 5.4.4) and distributes them to the class.

Prior Knowledge & Skills

The students have knowledge of:

· problem-solving skills and interpreting results of chemical services;

· design concepts and terminology;

· products to be used;

· organizational skills;

· minimal photography skills.

Teaching/Learning Strategies

1. Students organize all data acquired from the make-over process using the Portfolio Checklist (Appendix 5.4.1) as a guide.

2. Students interpret results and summarize key points from the client record card and notes they recorded during the procedures.

3. The teacher and students review results of make-over and discuss changes that could have improved the final style.

4. Students write a report describing the process using professional terminology, product names, tools and equipment.

5. Students include a written comment on the results and client reaction to the final look.

6. Students organize the information in a creative display.

7. Students continue to add client photographs and descriptions of the services they performed over the year.

8. Students develop a portfolio of practical work and artistic skills he or she has accomplished to show potential employers.

9. Students add personal information to the portfolio. Items may include a resume, picture, business card, introduction, goals, etc.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment Category
Portfolio	Checklist (Appendix 5.4.1) Rubric (Appendix 5.4.4)	Formative Summative	Knowledge/Understanding Thinking/Inquiry Communication

Accommodations

· labelled photograph display only;

· the teacher consults individual student IEPs for specific direction on accommodation for individuals.

Resources

· sample portfolios

Appendix 5.4.1

Checklist of Portfolio Contents

Creative cover page

Personal Picture

Introduction

Resume/Business card

Poem, song, artwork

Pictures of work

Before and After pictures

Appendix 5.4.2

Performance Expectations

1. Choose a model that is interested in having a major change in his or her hairstyle. During the consultation process with your client, determine the most suitable look by discussing a variety of options. Complete the Client Consultation Form and include this with your written project.

2. Discuss your final styling decisions with the teacher.

3. When you have received approval for your ideas, set up appointment times that are acceptable to your client.

4. Take a “before picture” and explain the processes to your customer.

5. Perform the chemical service on your client. You may choose a full colour, highlights, relaxer or permanent wave, whichever is most appropriate.

6. Take pictures during each stage of the service.

7. After successful completion of the chemical service, cut the client’s hair in the predetermined hairstyle. Ask the teacher to check the finished cut.

8. Complete the style by using professional products and finishing techniques that are suitable to your new look. Take a picture.

9. Apply make-up that will accentuate the client’s best features. Take a final picture.

10. Write a report that explains each step in the make-over process. Include the names and purposes of the products and tools that you used. Your written assignment will include:

· completed consultation form;

· completed client record card;

· pictures of the different stages in the process (4 to 8);

· cover page (project title, your name, due date, teacher’s name, course);

· written description of your work;

· evaluation form on the last page.

Appendix 5.4.3

Sample Treatment Record Cards

1.

Date

Type of Facial Products Used

Remarks/Cosmetologist Cost

2.

Date of service

Type of service

Formula used

Timing

Results

Operator

Appendix 5.4.4

Client Portfolio Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
Submit all required portfolio information (Appendix 5.4.1)	- demonstrates limited knowledge of portfolio requirements	- demonstrates some knowledge of portfolio requirements	- demonstrates moderate knowledge of portfolio requirements	- demonstrates thorough knowledge of portfolio requirements
Thinking/Inquiry
Provide client consultation forms	- plans, formulates, and analyses results of colour experiments with limited effectiveness	- plans, formulates, and analyses results of colour experiments with moderate effectiveness	- plans, formulates, and analyses results of colour experiments with considerable effectiveness	- plans, formulates, and analyses results of colour experiments with a high degree of effectiveness
Communication
Explain the design process for all services/ treatments	- communicates and discusses processes and results of colour experiment with limited clarity	- communicates and discusses processes and results of colour experiment with moderate clarity	- communicates and discusses processes and results of colour experiment with considerable clarity	- communicates and discusses processes and results of colour experiment with a high degree of clarity

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

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