MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 1.0

Transcription

1 MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 1.0 INSTRUCTOR NAME: DATE TAUGHT: SUBJECT: ORIENTATION TOPIC: WELCOME, INTRODUCTION TO SCHOOL POLICIES AND CURRICULUM LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. Understand the general objectives of the course of study. 2. Recognize needed lifestyle changes as a full-time student. 3. Clock in and out correctly. 4. Understand the various rules and policies implemented by the school. 5. Know the completion, licensure and placements rates of the school. 6. Understand the importance of consumer safety and general safety procedures. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x School s written procedures x x School s catalog x x Student notebook x x Pen, pencils TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Boards 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and Transparencies 3. Handouts (as applicable) 4. Milady Standard Cosmetology DVD Series and DVD player FACILITY: Theory Classroom TIME ALLOTMENT: 2 4 hours (varies per school based on detail of policies covered) PRIOR STUDENT ASSIGNMENT: 1. Be enrolled in a course of study at the school. EDUCATOR REFERENCES: 1. School s written policies 2. School s catalog Student Signatures Student Signatures (If more space is needed, use reverse side of form.)

2 2 Student Signatures Student Signatures

3 Tab 4 Lesson MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 1.0 SUBJECT: ORIENTATION TOPIC: WELCOME, INTRODUCTION TO SCHOOL POLICIES AND CURRICULUM LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. Understand the general objectives of the course of study. 2. Recognize needed lifestyle changes as a full-time student. 3. Clock in and out correctly. 4. Understand the various rules and policies implemented by the school. 5. Know the completion, licensure and placements rates of the school. 6. Understand the importance of consumer safety and general safety procedures. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x School s written procedures x x School s catalog x x Student notebook x x Pen, pencils TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Boards 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and Transparencies 3. Handouts (as applicable) 4. Milady Standard Cosmetology DVD Series and DVD player FACILITY: Theory Classroom TIME ALLOTMENT: 2 4 hours (varies per school based on detail of policies covered) PRIOR STUDENT ASSIGNMENT: 1. Be enrolled in a course of study at the school. EDUCATOR REFERENCES: 1. School s written policies 2. School s catalog INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT

4 4 Milady Standard Cosmetology Course Management Guide NOTES TO EDUCATOR: 1. Set up a binder for Orientation containing the lesson plans and all forms, policies, handouts, and transparencies, if applicable, that will be used. 2. Review school s policies and catalog. 3. Review entire lesson plan prior to lesson. 4. Check the applicable projector to ensure it is working properly. 5. Prepare facility to welcome new students with balloons, refreshments, red carpet, etc. (The mood that is set during Orientation must be maintained during the student s course of training.) 6. During instructor preparation time and while students are entering and getting settled for the class, have instructor support slide with inspirational quote for the day projected or write it on the board or flip chart. This will help to get instructors and students alike into the appropriate mind-set for learning and for the day! 7. Greet new students as they arrive and escort them to the classroom. 8. Introduce all staff (even if they do not participate in the complete orientation process). 9. Explain the agenda what they can expect during their first day of school. 10. Plan activities that involve student participation throughout the orientation. Remember, learning is directly proportional to learner involvement. 11. Conduct a bonding/ice-breaking activity such as Activity 1 and Activity 2 found in this lesson. 12. Take attendance or have students sign in for class based on your school s procedure. 13. Remember that students are tuned into radio station WII-FM (What s In It For Me?). Therefore, it is essential that you convey that to them in the motivation of each lesson (and the beginning of the course!). LEARNING MOTIVATION (WHY?) Welcome to the world of cosmetology! You are just beginning a great new adventure that will change your life forever. Once you complete your cosmetology training and obtain your license to practice, the possibilities will become unlimited. Let s talk about why are you here. What goals do you Inspirational thought for the day: The way to gain a good reputation is to endeavor to be what you desire to appear. Socrates hope to accomplish by completing this course of study? NOTE: After students have answered, you can respond by explaining how you and the rest of the faculty, student support services, and the curriculum offered at the school will help them achieve their educational and career goals.

5 Tab 4 Lesson PRESENTATION OF THE SKILLS AND/OR INFORMATION LESSON PLAN 1.0 SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) I. THE EDUCATIONAL PROGRAM A. TECHNICAL SKILLS Research shows that the technical skills you will learn represent only about 15 percent of your opportunity for success. B. PEOPLE/COMMUNICATIONS That same research shows that 85 percent of your SKILLS opportunity for success depends on personal development. 1. Personal image, hygiene You must present a positive, professional image. 2. Personal goal orientations You must have aspirations and a commitment to success. 3. Promptness, dependability These qualities are essential for success in any field. 4. Communications skills You must be able to communicate effectively with your coworkers and clients. 5. Sales ability This ability is critical to selling yourself as a professional to potential clients and selling services and products to your clients as well. C. STUDENT QUALITIES 1. Desire Without personal desire and commitment, your dreams cannot come true. 2. Cooperation You must be willing to cooperate with your fellow students, instructors, and clients while in training to complete this first step in reaching your career goal. 3. Take constructive criticism Your ability to take constructive criticism well will be a tremendous aid in your training. 4. A positive attitude No one likes to be around someone with a negative attitude. Smile and be positive; your training will be more effective. 5. Old-fashioned persistence You will face obstacles to your goals. You must maintain a persistent, I-am-going-to-make-thishappen attitude to succeed. D. THE FUTURE According to the Occupational Outlook Handbook published by the U.S. Department of Labor, overall employment of barbers and cosmetologists is expected to grow slightly faster than the average for all occupations. Opportunities for entry level workers should be favorable, while job candidates at high-end establishments will face steep competition. Employment of hairdressers, hairstylists, and cosmetologists should increase by 12 percent, although fewer people are expected to go to barbershops. Continued growth of nail salons and full-service day spas will generate numerous job openings for manicurists, pedicurists, and skin care

6 6 Milady Standard Cosmetology Course Management Guide SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) specialists. Employment of manicurists will grow by 28 percent and employment of shampooers will increase by 13 percent. Estheticians will see large gains in employment of up to 34 percent. Makeup artists are expected to grow by 40 percent. The report states that hourly earnings in May of 2006 were as follows: Cosmetologists: $7.92 $13.75; Highest 10 percent: $20.56 Barbers: $8.71 $14.25; Highest 10 percent: $20.56 Manicurists: $9.23 Estheticians: $12.58 See Another survey was completed in 2007 for the National Accrediting Commission of Cosmetology Arts and Sciences by Dr. Lawrence Rudner of the University of Maryland. That survey reported that there were 1,604,502 professionals employed in the nation s 312,959 beauty salons, barbershops, skincare salons, and nail salons. Nationally, 59.4% of salons are classified as full service, while 17.9% are haircutting- only salons, 4.5% are barbershops, 4.3% are nail salons and 4% are day spas. The Job Demand Survey goes on to show that the corresponding 2007 yearly full-time salaries were $53,150 for salon owners and $36,100 for all other salon professionals across the USA. The exciting news is that salon earning power keeps improving. See E. COURSE LENGTH NOTE: Discuss the applicable course lengths in both hours and months. F. LICENSING NOTE: Explain the licensing requirements in your state such as age, secondary education requirements, fees, examinations, etc. G. BEHAVIOR MODIFICATION You are a student now! 1. TIME MANAGEMENT In addition to all the other responsibilities you have now such as part-time employment, children, families, etc., you have now made a commitment to part-time or full-time attendance here. It will take organizational skills and an absolute commitment to juggle all the different responsibilities you have. We ll cover more on this important subject later. 2. OBSTACLES TO COMPLETION a) Transportation Discuss carpooling, etc. b) Child Care Discuss babysitting co-ops, etc. c) Heath Discuss the physical demands of the profession and the importance of proper rest, exercise, and nutrition.

7 Tab 4 Lesson SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) d) Personal Problems Discuss the various agencies and counseling assistance that may be available to assist them. e) Financial Problems Discuss opportunities for part-time employment, etc. NOTE: Have students discuss steps they have already taken to overcome any obstacles to their completion of training. H. SUBJECTIVE FIELD The field of cosmetology is as much an art as it is a science. Therefore, the artistic part is somewhat subjective. In other words, much of what you study in technique and outcomes will be based on personal opinion. So, you will encounter many different methods and techniques even among instructors within this institution. There may be many ways to achieve the desired result. Take advantage of the many different methods of teaching available and then develop your own techniques. The end result is the primary goal. So even though one instructor may approach the desired result from a totally different perspective than another, they are most likely both correct. Keeping an open mind is critical in the study of cosmetology. II. GENERAL SCHOOL POLICIES A. CLOCKING PROCEDURES NOTE: Explain and demonstrate for students how to properly clock in and out and any other school rules that apply to recording of hours. B. LOCKERS NOTE: Assign lockers or other secured facilities according to the school s policy. C. KIT POLICY NOTE: Explain the school s policy on the issuance of kits. Issue kits if applicable and obtain signed kit lists. D. DRESS CODE NOTE: Review the school s dress code and explain the consequences of non-compliance. E. HOURS SCHEDULED NOTE: It may be necessary to review various schedules if students are on different ones. Stress the importance of 100 percent attendance especially during the first phase or module of study. F. STANDARDS OF CONDUCT/ NOTE: Explain in detail each of the school s rules and RULES regulations with which students are expected to comply. If continuing students are available, it is sometimes fun to have them explain some of the rules perhaps even make a skit out of them. Make sure all questions are answered. G. CAMPUS SECURITY, CRIME NOTE: Explain the school s position on each of these AWARENESS, AND DRUG- policies and hand out any brochures or general FREE WORKPLACE information about these policies that apply to the school.

8 8 Milady Standard Cosmetology Course Management Guide SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) H. STUDENT GRIEVANCE POLICY NOTE: Explain the school s procedure for stating a concern or filing a grievance. I. MISCELLANEOUS POLICIES Discuss miscellaneous policies such as leaves of absence, counseling/advising, probation, disciplinary procedures, privacy and file access, who to see for certain questions regarding financial aid, licensure requirements, employment, continuing education, reciprocity among states, etc. J. COURSE REQUIREMENTS NOTE: Explain what will be expected of each student during the course(s) of study. Hand out the applicable course outline. Explain if studens are required to complete a certain number of practical requirements in each category or obtain a passing grade on theory tests in each unit of study, etc. Explain about competency evaluations or practical testing as applicable to your school. Explain the practical grading criteria so students will understand how their practical grade is given. K. REFERENCE MATERIALS NOTE: Explain where supplementary resource materials such as texts, videos, audio tapes, magazines and other books are kept that students may use for remedial or independent study. III. FINANCIAL AID NOTE: With the assistance of the FAA, review the various financial aid programs. Stress that each individual s award package differs based on eligibility, household size, family income, etc. A. PELL GRANTS NOTE: Explain that grants are a gift or entitlement from the federal government, which is subsidized by tax-paying citizens to assist with career education. A grant does not have to be repaid. (Financial Aid may not be applicable to the cosmetology course in your state). B. FEDERAL STUDENT LOANS NOTE: If loans are applicable at your institution, explain the types that are available and stress that they must be repaid within a designated amount of time after the student LEAVES school FOR ANY REASON, or falls below half-time attendance. NOTE: Distribute any applicable handouts or watch any applicable videos. C. NON-FEDERAL ASSISTANCE NOTE: If your school offers financial assistance through other organizations, you may review that now. D. ADDITIONAL CONSUMER NOTE: At this point, discuss or hand out any INFORMATION other documents that students may need to sign to verify that they have reviewed, received, or been made aware of all pertinent enrollment information.

9 Tab 4 Lesson SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) E. SATISFACTORY PROGRESS NOTE: Review in detail the elements of the school s satisfactory progress policy with emphasis on attendance and grade requirements. IV. SAFETY, FIRST AID, PROFESSIONAL COSMETICS A. INGREDIENT INFORMATION Lets you know substances present in products. Helps avoid potential allergic reactions. B. UNDERSTANDING INGREDIENTS Read labels carefully. Obtain chemical names from a doctor or pharmacist of any ingredients that you or your clients may be allergic to. C. LOCATION OF INGREDIENT Ingredient labeling is required for consumer INFORMATION purchases. Ingredients are presented in descending order of predominance. The largest percentage of the product will appear first, etc. Ingredients MAY be alternatively presented in alphabetical order. V. BASIC REQUIREMENTS FOR A SAFE WORKPLACE A. PROPER VENTILATION Some fumes can be harmful. B. PROPER USE OF FLAMMABLES Read labels and always follow precautions. C. DESIGNATED SMOKING AREAS Never smoke or permit your client to smoke while you are working. Avoid other sources of open flames. D. SAFE PRODUCT STORAGE Store products in closed containers and prevent spills or leakage. Store in an adequately ventilated area and in moderate temperature. E. PROTECTION DURING Follow directions, wear gloves and/or goggles as APPLICATION directed, and properly drape client. Apply your professional training. F. PROPER USE OF FIRST AID Keep a first aid kit available. NOTE: Explain to students where it is kept. VI. FIRE SAFETY NOTE: Review the institution s evacuation procedures, including routes to safety to ensure students know how to evacuate the building safely. A. IN THE EVENT OF FIRE 1. Contact fire department. Keep the number readily available. Give the name and address of the business, the nature of fire (what is burn ing), and the name of the person reporting the fire. 2. Evacuate premises. Follow the planned procedure for the facility. 3. Plan alternate exits. Use in case the regular route is blocked by the fire. 4. Service extinguishers. Have extinguishers inspected and serviced at least annually. B. USE OF FIRE EXTINGUISHERS Install extinguishers away from potential fire hazards and near an escape route. Follow the instructions. (Most work as stated here.) 1. Pull the pin. Show transparency (LP 1.0, H-1 or instructor support slide on PowerPoint).

10 10 Milady Standard Cosmetology Course Management Guide SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) 2. Aim the nozzle. 3. Squeeze the handle. 4. Sweep from side to side. Sweep at base of fire until it goes out. C. RECOMMENDED PROCEDURES The National Fire Protection Association recommends that you should ONLY stand and fight a fire if ALL the following are TRUE: 1. Everyone is leaving the premises and the fire department has been called. 2. The fire is small and confined to the work area where it started (wastebasket, cushion, small appliance, etc.) 3. You can fight the fire with your back to an escape route. 4. Your extinguisher is rated for the type of fire you are fighting and is in good working order. 5. You know how to operate the extinguisher. D. FIRST AID Accidents and emergencies occur everywhere. Basic knowledge of first aid will prove invaluable. 1. Abrasions Clean and apply antiseptic. 2. Burns First degree involves redness. Second degree involves watery blisters. Third degree involves deeper structures of flesh and possible charring of tissue. Refer to a physician. A quick, safe, and temporarily effective method of treating burns is to apply ice or cold water. 3. Electric Shock Loosen clothing and move the client to a cool place. Raise the client s head and draw the tongue forward to prevent strangulation. Apply artificial respiration, IF PROPERLY TRAINED TO DO SO. Do NOT give stimulants. 4. Heat Exhaustion Loosen clothing and move the client to a cool, dark, quiet place. Have the individual lie down for several hours. 5. Nose Bleed Loosen collar and apply pads saturated with cool water to the face and back of the neck. 6. Foreign Object In Eye Pull the lid down gently while the client looks up. If the object can be seen, remove it with the corner of a clean, moistened cloth. If under the upper lid, pull the lid down over the eye and the speck may then be apparent when the individual opens the eyes. Remove as previously stated. 7. Fainting Caused by temporary suspension of respiration and circulation. If there are signs of fainting BEFORE it actually occurs, have the individual hold his or

11 Tab 4 Lesson SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) her head between the knees which causes blood to flow quickly to the head. AFTER FAINTING, loosen clothing, have the individual get fresh air and recline individual with the head slightly lower than the body. If the individual is conscious, hold ammonia near the nose and offer stimulants such as coffee, tea, or milk. IF the individual is UNCONSCIOUS, apply cold applications to face, chest, and forehead. Do NOT splash cold water in face. 8. Epileptic Seizure Call for immediate medical attention. Lay client on his or her side and insert a wad of cotton between the teeth to prevent biting of tongue. Mild stimulants may be administered in moderation after recovery. Do not disturb individual if he or she falls into a deep sleep. 9. IN CASE OF EMERGENCY Have available the telephone numbers of employees families, utility companies, police and fire departments, ambulance, etc. Call 911 if immediate assistance is needed. VII. OPTIONAL POLICIES NOTE: Ask students if they have ever been in emergency situations such as those discussed. Have them explain what occurred and what were the results. At this point, the presenter should include any other policies, procedures, or rules that are relative to your individual campus that have not already been covered.

12 12 Milady Standard Cosmetology Course Management Guide SUMMARY AND REVIEW We have covered a lot of information during this orientation program. Just remember that the opportunities in this career are almost endless if you possess: 1. A strong personal desire. 2. The willingness to cooperate with others. 3. The ability to take constructive criticism well. 4. A positive, winning attitude. 5. Good old-fashioned persistence. You are embarking on an exciting new career challenge. If you follow the policies of the school, apply yourself constantly, and work toward meeting all course requirements, you will graduate having met all the skills required to be competitive in the entry-level job market. Finally, it is important to remember that all professions can have some danger if you don t know how to use the tools of your trade properly. Part of being a professional is knowing how to do your job safely. Being a cosmetologist is no different. By being well-trained and informed, knowing where to look for information provided with products and by using a healthy dose of common sense, you can be assured of safety for you and your clients. This new student orientation is just a starting point. You must take the next steps and learn how to prepare to do the job in your new career safely. This will involve reading product-use directions for the products used in your salon or spa, reading label warnings, learning about ingredient information, knowing the basic rules for workplace safety, and asking questions when you need more information. These simple steps will help you and your clients enjoy the benefits that the professional cosmetology field has to offer. LEARNING REINFORCEMENT IDEAS OR ACTIVITIES 1. Have existing or continuing students attend orientation and introduce themselves and state for one minute something extra special they have learned or enjoyed since enrolling. Then have NEW students introduce themselves and give a one- to two-minute personal history and name a personal accomplishment of which they are proud. 2. Personality Name Badges reinforce the definition of personality as the outward refection of inner feelings, thoughts, attitudes, and values. They are also a good way for new students to bond with other new students and/or students already enrolled in the school. Stick-on name badges and colorful markers are required. After Orientation is completed, the school s standard name badges can be issued. a. Issue a stick-on name badge for all participants. b. Instruct each participant to write his or her first name in large letters centered near the top of the badge.

13 Tab 4 Lesson c. Using each letter in his or her name, ask each participant to create words that describe his or her inner feelings, thoughts, attitudes, and/or values (personality). Example: J U L I A O N O N C L D G D T L E I E I Y R C P V S A E E T L N A D N E D N I T N G d. Ask each participant to use colorful markers and create a border for the name badge that reflects his or her personality. When students have completed their name badges, discuss the fact that personalities are all different. Use the wide variety of words chosen by students to describe themselves as evidence of that. 3. Develop a Just For Laughs quiz on your school policies and other information covered during this lesson plan. It will not be graded but can be used by the instructor to determine any policies or procedures that need further clarification. Remember, you are covering a lot of information for brand new students. The quiz could help with their retention of the important information. Develop handouts for any information not already contained in the student s catalog or contract, etc. 4. Rent or buy the video Beautician and the Beast and cue it up to the part where the student starts a fire in the clinic. Play the video clip when covering the fire safety portion of Orientation to show how not to conduct oneself during a fire emergency. 5. On the lines below, write any activities, assignments, or ideas that have been used effectively with this lesson in order to aid other instructors who may use this lesson plan in the future.

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15 Tab 4 Lesson Plan 1.0 Transparency Masters 15 FIRE EXTINGUISHER A B C LP 1.0, TM 1

16 16 Milady Standard Cosmetology Course Management Guide MY PROMISE The gift of COURAGE is the greatest gift I can give to MYSELF! Today I give myself the courage to come back to school. This gift will make all the difference in my future. It will allow me to accomplish my goals. I will always have the knowledge and skill I gain from this gift. No one can take this gift away unless I ALLOW it! I can finish! I WILL FINISH! I must finish because When things get rough, I can motivate myself to do my best because If I ever think of quitting, I ll tell myself that I MUST FINISH because I will only fail if I quit trying. Signature Date I will post these thoughts in a prominent place and come back to them frequently as a source of strength. I am my own greatest resource. I have taken a great first step on my journey to Success. I am proud of my accomplishment! LP 1.0, TM 2

17 MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 1.1 INSTRUCTOR NAME: DATE TAUGHT: SUBJECT: ORIENTATION TOPIC: HISTORY AND CAREER OPPORTUNITIES LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. Describe the origins of personal beautification. 2. Name the advancements made in cosmetology during the twentieth and early twenty-first centuries. 3. List the career opportunities available to a licensed cosmetologist. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Milady Standard Cosmetology x x Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion x Student notebook x Pens, pencils TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Board 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and Transparencies 3. Milady Standard Cosmetology DVD Series and DVD player FACILITY: Theory Classroom TIME ALLOTMENT: 1 2 hours (adjust based on school schedule and student activities/participation) PRIOR STUDENT ASSIGNMENT: 1. Read Chapter 1, Milady Standard Cosmetology EDUCATOR REFERENCES: 1. Milady Standard Cosmetology 2. Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion Student Signatures Student Signatures (If more space is needed, use reverse side of form.)

18 18 Student Signatures Student Signatures

19 Tab 4 Lesson MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 1.1 INSTRUCTOR NAME: DATE TAUGHT: SUBJECT: ORIENTATION TOPIC: HISTORY AND CAREER OPPORTUNITIES LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. Describe the origins of personal beautification. 2. Name the advancements made in cosmetology during the twentieth and early twenty-first centuries. 3. List the career opportunities available to a licensed cosmetologist. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Milady Standard Cosmetology x x Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion x x Student notebook x x Pens, pencils TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Board 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and Transparencies 3. Milady Standard Cosmetology DVD Series and DVD player FACILITY: Theory Classroom TIME ALLOTMENT: 1 2 hours (adjust based on school schedule and student activities/participation) PRIOR STUDENT ASSIGNMENT: 1. Read Chapter 1, Milady Standard Cosmetology EDUCATOR REFERENCES: 1. Milady Standard Cosmetology 2. Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT

20 20 Milady Standard Cosmetology Course Management Guide NOTES TO EDUCATOR: 1. Review chapter, entire lesson plan, and Milady Standard Cosmetology Instructor Support Slides prior to lesson. 2. Review Learning Reinforcement ideas/activities and predetermine which are to be used. 3. Check the projector to ensure it is working properly. 4. Gather all materials and supplies needed for demonstrations prior to starting class. 5. Have students sign in for class and document attendance based on school s procedure. 6. During the Instructor preparation time and while students are entering and getting settled for the class, have the first Milady Standard Cosmetology Instructor Support Slide containing the inspirational quote projected (or write it on the board or flip chart). This will help get instructors and students into the appropriate mind-set for learning and for the day. 7. The information found in this lesson correlates to the information found in Chapter 1 of the former Milady Standard Cosmetology Course Management Guide, 2008 edition. LEARNING MOTIVATION (WHY?) Becoming aware of the history of cosmetology will help us understand current trends and also plan for success in the future. We must also understand what our own goals and objectives are in the field of cosmetology or a related discipline before we can put into place a plan of action for success. As we learn more about this new chosen profession, our goals will change and grow, as will our action plan. Let s take a look at where this great industry began and what the future holds for you in your new career. Inspirational Thought for the Day: The fact is that to do anything in the world worth doing, we must not stand back shivering and thinking of the cold and danger, but jump in and scramble through as well as we can. Robert Cushing

21 Tab 4 Lesson PRESENTATION OF THE SKILLS AND/OR INFORMATION LESSON PLAN 1.1 SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) I. BRIEF HISTORY Cosmetology encompasses the broad range of specialty areas including hairstyling, nail technology, and esthetics. A. TECHNICAL SKILLS The art and science of beautifying and improving the skin, nails, and hair, and the study of cosmetics and their applications. The term comes from the Greek word kosmetikos, meaning skilled in the use of cosmetics. ACTIVITY: Divide students into groups and have them brainstorm about all the qualities and skills they believe are required of cosmetologists and what they have observed during their own visits to a salon. Ask for a volunteer to act as the scribe and record the group s responses on the flip chart or board. You may want to supplement their ideas with the following: - Advice giver - Professional expert in practical skills areas - Trustworthy - Businessperson - Self-promoter - Poised and well-groomed - Effective communicator - Being current with technologies and procedures (NOTE: Be sure to have a small token reward for the volunteer to demonstrate that volunteers are rewarded and that volunteering is painless.) II. EARLY HISTORY This field is recognized as one of the oldest professions in the world. A. Archeological Studies Studies of antiquity reveal that haircutting and hairstyling were practiced as early as the Ice Age. B. Implements 1. Sharpened flints 2. Oyster shells 3. Bone 4. Animal sinew Sinew and hide were used as adornment. 5. Strips of hide

22 22 Milady Standard Cosmetology Course Management Guide SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) C. Pigments Ancient people around the world colored their hair, skin, and nails. 1. Roots and berries 2. Tree bark and leaves 3. Herbs and nuts 4. Minerals and insects Many of these colorants are still used today. D. Egyptians They were the first we know of to use cosmetics for beautification, religious ceremonies, and preparation of the deceased for burial. Henna was used to stain hair and nails a rich, warm red. They also infused essential oils for perfumes and for purification purposes. 1. Queen Nefertiti In 1400 B.C., she used henna paste to stain her nails a deep red and wore lavish makeup designs, using custom-blended essential oils as signature scents. 2. Queen Cleopatra In 50 B.C., she erected a personal cosmetics factory next to the Dead Sea. E. Chinese 1. Shang Dynasty During the Shang Dynasty (1600 B.C.), Chinese aristocrats rubbed a tinted mixture of gum arabic, gelatin, beeswax, and egg whites onto their nails to turn them crimson or ebony. 2. Chow Dynasty Throughout the Chow Dynasty (1100 B.C.), gold and silver were reserved for royal families. Commoners caught wearing royal colors were punished by death. F. Greeks During the Golden Age (500 B.C.), hairstyling became a highly developed art. The Greeks used perfumes and cosmetics in religious rites, grooming, and for medicinal purposes. They built elaborate baths and developed excellent methods of dressing hair and caring for skin and nails. Women wore white lead on their faces, kohl on their eyes, and vermillion on their cheeks and lips. The red pigment was made by grinding cinnabar, a mineral that is the chief source of mercury, to a fine powder. It was mixed with ointment or dusted on the skin the same way as modern-day cosmetics. G. Romans The Romans made lavish use of fragrances and cosmetics. They used facials made of milk and bread or fine wine. Other facials were made of corn, flour and milk, or fresh butter. A mixture of chalk and white lead was used as a facial cosmetic. Hair color indicated class in society. Noblewomen wore red hair color; middle-class women wore blonde; poor women wore black.

23 Tab 4 Lesson SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) H. Middle Ages The Middle Ages began in 476 A.D. and lasted until about Tapestries, sculptures, and artifacts show towering headdresses, intricate hairstyles, and the use of cosmetics on skin and hair. Women wore colored makeup on their cheeks and lips, but not their eyes. Around A.D. 1000, Avicenna refined the process of steam distillation. I. Renaissance Period when Western civilization made transition from medieval to modern history. Men and women wore elaborate, elegant clothing. Fragrances and cosmetics were used. Highly colored preparations for lips, cheeks, and eyes were discouraged. Eyebrows and hairlines were shaved to expose more forehead. J. Victorian Age This was one of the more austere and restrictive periods in history. Women used masks and packs of honey, eggs, milk, oatmeal, fruits, vegetables, and other natural ingredients. Women pinched their cheeks and bit their lips to induce natural color rather than use cosmetics. III. TWENTIETH CENTURY Motion pictures allowed viewers to see celebrities with flawless complexions, beautiful hairstyles, and manicured nails. The era of industrialization brought new prosperity, and all forms of beauty began to follow trends. A. Trends Charles Nessler invented the heavily wired, heated perm machine Max Factor began manufacturing and selling makeup to movie stars that would not crack or cake even under hot studio lights Madame C. J. Walker moved her company that manufactured Madam Walker s Wonderful Hair Grower to Indianapolis where she built a factory, a hair salon, and training school. In 1917, she organized a convention for the Madame C. J. Walker Hair Culturists Union of America, one of the first national meetings for businesswomen ever held s Cosmetic advertising grew from $2.5 million in 1915 to $25 million in 1925 (Source: Milady Standard Cosmetology, 2012). Radio advertising went from $390,000 in 1927 to $3.2 million in Total sales for cosmetics and toiletries grew from $8.6 million in 1909 to $33.5 million in 1920 (Source: Milady s Standard Nail Technology, 6th ed.).

24 24 Milady Standard Cosmetology Course Management Guide SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) s In 1931, the first preheat perm method was introduced. In 1932, Ralph Evans and Everett McDonough invented the first perm heated by chemical reaction (the first machineless perm). In 1932, Charles Revson marketed the first nail polish, as opposed to stain. Also in 1932, Lawrence Gelb introduced the first permanent haircolor and founded Clairol. In 1935, Max Factor created pancake makeup. In 1938, Arnold Willatt invented the cold wave, the precursor to the modern perm. The 1930s represented a very busy decade for the field of cosmetology s The cold wave replaced virtually all predecessors. The terms cold waving and permanent waving became synonymous. Today, perming and straightening services are referred to as texture services. Aerosol cans were invented. Shiny lips came into vogue. Nail polish applications omitted the lunula and sometimes the nail tip (Source: Milady Standard Cosmetology, 2012) s to 2000 In the 1950s, tube mascara was introduced. Weekly salon appointments boomed and then faded away. Vidal Sassoon presented geometric cuts. In the 1970s, French hairdressers introduced highlighting by weaving with foil. Also in the 1970s, Monomer liquid and polymer powder nail services were introduced. Artificial nail tips applied with cyanoacrylate adhesive were invented. Jeff Pink invented the French manicure. Ridge filler was offered on the market (Source: Milady Standard Cosmetology, 6e). In the 1980s, makeup came back to heavily made up eyes and heavy use of blush. In the 1990s, haircolor became gentler. In 1998, Creative Nail Design introduced the first spa pedicure system. IV. TWENTY-FIRST CENTURY Today, gentler, no-fade haircolor is used. Estheticians rejuvenate skin and keep some disorders at bay. The industry is in an age of specialization. Day and Men-only specialty spas are on the rise, providing many new career opportunities. V. CAREER PATHS FOR COSMETOLOGISTS A. Haircolor specialist You may become the color specialist and trainer within your salon or even for a product manufacturer. B. Texture specialist You may become the texture specialist and trainer within your salon or even for a product manufacturer.

25 Tab 4 Lesson SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) C. Cutting specialist After you develop you own unique way of cutting hair, you will want to continue to learn and train with other well-known haircutters. You may become a trainer within you own salon for haircutting. D. Salon trainer You may be hired by a product company or large salon chain to work as a salon trainer. Training may range from technical training to management training to interpersonal skills training. E. Distributor sales consultant Also known as a DSC. You may be hired by a Distributorship to perform training on products, trends, and techniques in the salons they serve. F. Manufacturer educator After becoming a master of a company s product lines, you may be hired to train stylists and salon staff to use products successfully. F. Cosmetology instructor After attaining success in the salon, you may feel called to share your knowledge with others. One way to do that is by working as an instructor in a licensed school. G. Film, theatrical, or editorial stylist Persistence, networking skills, reliability, team spirit, and attention to detail could land you a position working behind the scenes at magazine or Internet photo shoots or backstage on movies or TV sets. VI. SALON MANAGEMENT Opportunities include: inventory manager, department head, educator, special events manager, assistant manager, and general manager. With experience, you could add salon owner to your list of career opportunities. A. Other opportunities Product educator; distributor; freelance editorial makeup artist, hairstylist, or cosmetologist for photo shoots, film, and more; school instructor; retail cosmetics sales person or manager; medical esthetician. Beyond defining your area of expertise, you should decide whether you want to work in a specialty salon, full-service salon, day spa, or on photo, video, or film sets. For more information, see Chapter 32. (NOTE: Have students view Milady Standard Cosmetology DVD Series History of Cosmetology and Career Opportunitites.)

26 26 Milady Standard Cosmetology Course Management Guide SUMMARY AND REVIEW The world of cosmetology offers limitless opportunities and a wide variety of career avenues from which to choose. It may interest you to know that in 2006, total salon industry sales exceeded $37.5 billion, and it is estimated that the industry grossed over $60 billion in revenue in 2009, including manufacturing, distributing, salon services, and retail. You can enjoy a substantial chunk of that money if you are dependable, ambitious, and willing to work hard and develop the technical skills and personal characteristics necessary to achieve success. The positive behaviors necessary to achieve your desired level of success will not develop overnight. It is essential that you begin practicing success behaviors and patterns while you are in school so that you will be more competitive when you enter the workforce in a few short months. LET S REVIEW: 1. What are the origins of appearance enhancement? Answer: Simple but effective implements used at the dawn of history were shaped from sharpened flints, oyster shells, or bone. Animal sinew or strips of hide were used to tie the hair back or as adornment. Ancient people used coloring matter on their hair, skin, and nails, and practiced tattooing. Pigments were made from berries, tree bark, minerals, insects, nuts, herbs, leaves, and other materials. The Egyptians were the first to cultivate beauty in an extravagant fashion, and to use cosmetics. As early as 3000 B.C., Egyptians used minerals, insects, and berries to create makeup and henna. They were also the first civilization to infuse essential oils. Ancient Egyptians are also credited with creating kohl makeup. During the Shang Dynasty (1600 B.C.), Chinese aristocrats rubbed a tinted mixture of gum arabic, gelatin, beeswax, and egg whites onto their nails to turn them crimson or ebony; nail tinting was tied to social status. During the golden age of Greece (500 B.C.), hairstyling became a highly developed art. The ancient Greeks made lavish use of perfumes and cosmetics, built elaborate baths, and developed excellent methods of dressing the hair and caring for the skin and nails. 2. What are some of the advancements made in cosmetology during the nineteenth, twentieth, and early twenty-first centuries? Answer: Women used beauty masks and packs made from honey, eggs, milk, oatmeal, fruits, vegetables, and other natural ingredients. In 1906, Charles Nessler invented a perming machine, a heavily wired machine that supplied electrical current to metal rods around which hair strands were wrapped. Marcel Grateau (AKA Francois Marcel) invented the first curling iron. An alternative to the machine perm was introduced in 1932 when chemists Ralph L. Evans and Everett G. McDonough pioneered a method that used external heat generated by chemical reaction. Also in 1932, Lawrence Gelb introduced the first permanent haircolor product and founded a company called Clairol. Today, hairstylists have far gentler, no-fade haircolor, and estheticians can noticeably rejuvenate the face, as well as keep disorders such as sunspots and mild acne at bay. 3. What are some of the career opportunities available to licensed beauty practitioners? Answer: Haircolor specialist, texture specialist, cutting specialist, salon trainer, distributor sales consultant, and cosmetology instructor. LEARNING REINFORCEMENT IDEAS AND ACTIVITIES 1. Have students complete Chapter 1 of Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion. 2. Have students complete review and final testing with Milady Standard Cosmetology Online Licensing Preparation. 3. Assign students different research projects based on the history of cosmetology. The Internet offers many websites that contain information about the beautification processes used in Ancient Egypt, Rome, and Greece. In addition, sites can be found which depict trends of each century and many

27 Tab 4 Lesson decades back to the 1300s. Have students write a brief essay on beautification processes and how they impacted each generation. Give extra credit for pictures that are downloaded and accompany the report. 4. Using the research obtained in Idea #3, have students build bulletin boards depicting different eras in cosmetology. 5. Have students visit different salons and interview personnel filling the various positions discussed in this chapter. Have them list the pros and cons of their assigned positions and report them to the full class at an assigned time. 6. On the lines below, write any activities, assignments, or ideas that have been used effectively with this lesson in order to aid other instructors who may use this lesson plan in the future:

28 28 Milady Standard Cosmetology Course Management Guide TEST CHAPTER 1 HISTORY AND CAREER OPPORTUNITIES 1. The art and science of beautifying and improving the skin, nails, and hair, and the study of cosmetics and their application is called: a) esthiology b) cosmetology c) cosmetics d) barbering 2. The earliest that archaeological studies reveal that haircutting and hairstyling were practiced was in the. a) Renaissance b) Ice Age c) Medieval period d) Roman Empire 3. Ancient records show that matter made from berries, tree bark, minerals, insects, nuts, herbs, and leaves were used for. a) styling b) waving c) coloring d) conditioning 4. The first to cultivate beauty in an extravagant fashion and use cosmetics as part of their personal beautification habits, in religious ceremonies, and when preparing the deceased for burial were the: a) Romans b) Greeks c) Egyptians d) Indians 5. In Ancient Egypt, Queen Nefertiti stained her nails red by dipping her fingertips in: a) henna b) herbs c) oils d) lacquer 6. In ancient Greece, what mineral was ground to make brilliant red pigment? a) copper b) nickel c) cinnabar d) kohl 7. In ancient Rome, noblewomen tinted their hair: a) blonde b) red c) black d) brown 8. In ancient Rome, middle-class women colored their hair: a) blonde b) red c) black d) brown

29 Tab 4 Lesson In ancient Rome, poor women colored their hair: a) blonde b) red c) black d) brown 10. Women wore colored makeup on their cheeks and lips, but not on their eyes during the: a) Ice Age b) Renaissance c) Golden Age d) Middle Ages 11. One of the most austere and restrictive periods in history with respect to appearance enhancement is the: a) Renaissance b) Victorian Age c) Golden Age d) Middle Ages 12. The pole of the barber pole is thought to represent the that the patient would hold on to in order for the veins in the arm to stand out during bloodletting. a) basin b) bandage c) staff d) knife 13. In history, bloodletting was a medical procedure thought to: a) strengthen the immune system b) reduce the chance of blood clotting c) diminish the risk of infection d) strengthen the heart rate 14. In the salon industry, a DSC is known as a: a) District Service Consultant b) Director of Service and Cosmetics c) Distributor Service Consultant d) Distributor Sales Consultant 15. One thing that is key to your success in the field of cosmetology, regardless of which path you choose, is: a) specializing in haircutting b) continuing to learn c) focusing on nail care d) offering special facials

30 30 Milady Standard Cosmetology Course Management Guide TEST CHAPTER 1 HISTORY AND CAREER OPPORTUNITIES ANSWER KEY 1. b 2. b 3. c 4. c 5. a 6. a 7. b 8. a 9. c 10. d 11. b 12. c 13. a 14. d 15. b

31 MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 2.0 INSTRUCTOR NAME: DATE TAUGHT: SUBJECT: ORIENTATION TOPIC: LIFE SKILLS LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. List the principles that contribute to personal and professional success. 2. Create a mission statement. 3. Explain how to set short-term and long-term goals. 4. Discuss the most effective ways to manage time. 5. Describe good student habits. 6. Define ethics. 7. List the characteristics of a healthy, positive attitude. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Milady Standard Cosmetology x x Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion x Student notebook x Pens, pencils TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Boards 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and Transparencies 3. Milady Standard Cosmetology DVD Series and DVD player FACILITY: Theory Classroom TIME ALLOTMENT: 1 2 hours (adjust based on school schedule and student activities/participation) PRIOR STUDENT ASSIGNMENT: 1. Read Chapter 2, Milady Standard Cosmetology EDUCATOR REFERENCES: 1. Milady Standard Cosmetology 2. Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion Student Signatures Student Signatures (If more space is needed, use reverse side of form.)