Course Title: Introduction to Cosmetology

Transcription

1 6/3/09 Unit: 1 Foundation Course Title: Introduction to Cosmetology Content Standard(s) and 1. Apply mathematical, reading, writing, critical-thinking, decision-making, and problem-solving skills to perform the work of the cosmetology industry. 2. Demonstrate teamwork and skill necessary for developing long-range goals and projects that impact the cosmetology industry. 3. Utilize technology and information technology tools that impact the management and services provided by the cosmetology industry. Learning Objective(s) and 1. Utilize mathematical, reading, writing, critical-thinking, decision-making, and problem-solving skills to perform the work of the cosmetology industry. 2. Explain how teamwork is used to plan long-range goals and projects that impact the cosmetology industry. 3. Demonstrate technology fluency in the management and services provided by the cosmetology industry. Essential Question(s): What academic, decision-making, teamwork and technological skills are necessary to be a professional cosmetologist? Content I. Foundation A. Skills to Perform the Work of the Cosmetologist 1. Math 2. Reading 3. Writing 4. Critical thinking 5. Decision-making 6. Problem solving Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Research: Students research: Why a Cosmetologist needs to have foundational knowledge and skills in the following areas: Math Reading Writing Critical thinking Decision-making Problem solving Suggested Materials, Equipment and Technology Resources s

2 Guest Speaker: Guest speaker from the Cosmetology Industry speaks on their field and skills needed to be successful. Guided Practice: Sample problems using these skills (math, reading, writing, critical thinking, decision making, problem solving) Contact Guest Speaker Agenda for Speaker Skills USA Handbook Worksheets B. Teamwork in Planning Goals C. Technology Tools Think-Pair, and Share: Students think and then pair with another student to discuss how teamwork is used in a salon. Share Out. Lab Tour and Demonstration: Students tour the lab/or a salon to identify technology used in the lab or salon. The teacher demonstrates each piece of equipment. Equipment Unit Assessment: Research Paper, Lead Question, Demonstration, Class Discussion, and CTSO Activity: SkillsUSA members plan five activities that they would like to include in their SkillsUSA Program of Work. Culminating Product: Throughout the course, students use foundational knowledge and skills to master content standards. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board Licensing

3 6/3/09 Unit: 2 Salon Safety and Sanitation Course Title: Introduction To Cosmetology Content Standard(s) and 4. Apply safety rules and regulations related to cosmetology, including fire equipment, tools, Material Safety Data Sheets, (MSDS), and Environmental Protection Agency (EPA) procedures. Learning Objective(s) and 1. Develop an awareness of safety rules related to cosmetology, including fire equipment, MSDA, and EPA procedures using power point presentations. 2. Identify how to safely sanitize and disinfect salon tools and surfaces and understand the importance of using sanitary measures. 3. List simple safety and first-aid applications for minor burns, cuts, choking, eye injury, and fainting procedures. 4. Recognize the impact of unsafe work and lab practices and the effect on people s lives. 5. Explain the purpose of The Occupational Health and Safety Act, 1993 and regulations. 6. Develop a positive disposition to the role of health and safety in the field of cosmetology lab. Essential Question(s): Why are many regulating agencies very specific in their rules pertaining to pre-cleaning metal instruments thoroughly with soap and water before immersing in any disinfectant solution? Content II. Salon Safety and Sanitation A. and Skills in Safety Rules and Regulations 1. Safety Rules 2. Sanitary Measures 3. Fire Safety Procedure 4. First-Aid Procedures 5. Safe Practices Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) : Safety Rules and Regulations Related to Cosmetology Lab: Students prepare the lab for State Board Inspection. Suggested Materials, Equipment and Technology Resources OSHA Approved Cleaning Supplies

4 B. Regulatory Agencies 1. MSDS 2. OSHA 3. EPA Research and Presentation: Student research safety and sanitation procedures performed in a salon. They prepare a on their research. Report Out. Think-Pair-Share: Students share the fire safety procedures for the classroom. Show Time: Teacher shows videos/dvds to students to reinforce safety practices. Class discusses information included in videos Independent Practice: Students create a First Aid Puzzle. Flash Cards: Students create a deck of flash cards that identify agencies and their function in regulating safety and sanitation in a salon. Share Out. s Resources MSDS OSHA EPA Information Packets Teacher s Safety Quiz Videos/DVDs Monitor Student s First Aid Puzzle Index Cards Unit Assessment: Lab Clean-Up,, First Aid Puzzle, Flash Cards, Class Discussion, and s

5 CTSO Activity: SkillsUSA members plan a community service clean-up day. Culminating Product: on Salon Safety and Sanitation Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board License

6 6/3/09 Unit: 3 Cosmetology History and Opportunities Course Title: Introduction to Cosmetology Content Standard(s) and 5. Explain the origin and historical advancements of hairstyling in cosmetology and barbering. 6. Identify pioneers of modern cosmetology and their contributions to the industry. 7. Describe career opportunities available in the cosmetology industry Examples: stylist, barber, salon manager, esthetician, nail technician, make-up artist Learning Objective(s) and 1. Describe the origins of hairstyling and barbering. 2. Describe advancements made in cosmetology during the nineteenth and twentieth centuries. 3. Determine pioneers and the impact of their contribution. 4. Analyze the career paths available in the cosmetology industry. Essential Question(s): How does the knowledge of the origin and historical advancements integrate with the twenty first century opportunities career in cosmetology and barbering? Content III. Origins and Historical Advancements and Opportunities A. Origin and Historical Advancements 1. Cosmetology/ Barbering 2. Archeological Studies 3. Ancient Written Records 4. Greece 500 B.C 5. Rome 296 B.C 6. Barbering and Medicine 7. The Barber Pole 8. Fourteenth Century 9. Nineteenth Century Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Teacher Talk: Teacher describes how interesting it is to know the origins and historical advancements as well as career opportunities in cosmetology and barbering. Research Report: Students work in groups to research and create a poster on the origins and historical advancements in the cosmetology and barbering industry. Report Out. Suggested Materials, Equipment and Technology Resources s

7 B. Pioneers and Their Contributions 1. Twentieth Century 2. Twenty First Century C. Career Opportunities 1. Cosmetology industry 2. Barbering Portfolio: Students place pictures of various hairstyles from different cultures Discussion: Teacher discusses pioneers and their contributions to cosmetology and barbering. : Career Opportunities Cosmetology Barbering Guest Speaker: College Representative speaks on various jobs in field. s Portfolio Beauty Magazines Arrangements for Guest Speaker Unit Assessment: Worksheets, Portfolio, and Class Discussion CTSO Activity: SkillsUSA members use the internet to do an interest inventory and explore Career Pathways. Culminating Product: Portfolio Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board Licensing

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9 6/3/09 Unit: 4 Professional Image Course Title: Introduction To Cosmetology Content Standard(s) and 8. Apply concepts related to personal hygiene, physical poise, professional dress, and workplace ethics in cosmetology and barbering. 9. Demonstrate effective communication skills while performing duties associated with cosmetology Learning Objective(s) and 1. List the basic habits of daily personal hygiene. 2. Explain the concept of dressing for success. 3. Identify the basic principles of workplace ethics. 4. Develop and maintain effective communication skills. Essential Question(s): Why does your success as a professional cosmetologist come from your personal commitment to the development of a healthy body and mind? Content I. Professional Image A. Skills to Constantly Improve Self-Image, Effective Communication and Positive Human Relations 1. Problem-solving 2. Critical-thinking 3. Work ethic Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) : Professional Image Personal Hygiene Physical Poise Professional Dress Workplace Ethics Show Time: Students view DVD series on Professional Image Guest Speaker: A cosmetologist/business Owner/State Board Member speaks on the professional image Suggested Materials, Equipment and Technology Resources DVD Series Contact Speaker

10 B. Communication Skills in Performing Duties as a Cosmetologist : Communication Skills Verbal Non-verbal Client Consultation Buzz Session: Students discuss the importance of cosmetologists and barbers exhibiting positive human relations in a salon. Role Play: Students write role-play situations where cosmetologist or barbers are exhibiting a positive or negative professional image based on their personal hygiene, physical poise, professional dress, workplace ethics and communication skills. Students act out role-play situations and the class discusses the behaviors portrayed. Guide Book: Students develop a Guide Book on Professional Image. Guidelines for Developing Role Play Situations s Unit Assessment: Role Play Activity, Guide Book, Class Discussion and Participation, and s CTSO Activity: Members demonstrate professional work ethics and proper dress at the SkillsUSA monthly meetings Culminating Guide Book on Professional Image Product: Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board Licensing

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12 Course Title: Introduction to Cosmetology 6/3/09 Unit: 5 Infection Control, Principles, and Practice Content Standard(s) and 10. Identify types and classifications of bacteria. Examples: nonpathogenic, pathogenic 11. Practice infection control techniques relative to cosmetology, including performing wet and dry sanitizing procedures for safety and decontamination. Differentiating between sterilization, disinfection, and sanitation Using Occupational Safety and Health Administration (OSHA) codes for infection control and disposal of chemicals in cosmetology Learning Objective(s) and 1. List the types and classifications of various types of bacteria. 2. Describe how bacteria grow and reproduce. 3. Differentiate between bacteria and viruses. 4. Describe vegetable and animal parasites that may be seen in the salon. 5. Identify how various infections and contaminants spread. 6. Explain the difference between sterilization, disinfection, and sanitation. 7. Demonstrate the sanitation procedure. 8. Discuss the impact of Universal Precautions on the responsibilities of a salon professional. Essential Question(s): Why is it important to know and how to prevent the spread of bacteria? What form of decontamination is used in the salon? Why is it important for cosmetologist to use the Occupational Safety and Health Administration (OSHA) infection control methods? Content I. Identify Control, Principles, and Practice A. Identify Types and Classifications of Bacteria 1. Nonpathogenic 2. Pathogenic 3. Growth and Reproduction 4. Two Phases in Life Cycle Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) : Infection Control, Principles, and Practice Types and Classifications of Bacteria How Pathogenic Bacteria Enters the Body Suggested Materials, Equipment and Technology Resources

13 B. How Pathogenic Bacteria Enter the Body II. Principle of Prevention A. Decontamination Levels 1. Sterilization 2. Disinfection 3. Sanitation III. Describe Universal Precautions for Infection Control A. Occupational Safety and Health Administration ( OSHA) B. Material Safety Data Sheets (MSDS) Project: Students research, draw, and label the various shapes of bacteria. Pictionary: Students create a Pictionary game on types and classifications of bacteria. They play game : Infection Control Techniques Sterilization Disinfection Sanitation Teacher Talk: Teacher discusses the importance of Universal Precautions for Infection Control. Brochure: Students research Universal Precautions for Infection Control and create a brochure for clients that discuss infection control, principles, and practices used in a salon or shop for safety and decontamination. Case Studies: Students are provided with case studies that s Construction Paper Art Supplies Two Teams Index Cards( write termininology) Flip Chart ( Students to draw answers) Score Keeper s Rules for Playing the Game Lead Discussion s Construction Paper Art Supplies s

14 describe situations in a salon or shop that practice or does not practice infection control techniques. The student determines what is correctly being done in the salon or shop for infection control, and what is not being done correctly in the salon or shop for infection control. They recommend practices that need to be followed for the safety of clients and workers in the salon or shop. Share Out. Infection Control, Principles, and Practice Guide Book: Students develop a Guide Book on Infection Control, Principles, and Practice. Case Studies s Unit Assessment: Draw and Label Bacteria, Pictionary, Brochure, Case Studies, Guide Book, Class Discussion, and s CTSO Activity: Members participate in SkillsUSA competition. Culminating Product: Brochure Guide Book Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board License

15 6/3/09 Unit: 6 Basic Fundamentals Course Title: Introduction To Cosmetology Content Standard(s) and 12. Demonstrate draping procedures for hair services. Examples: dry, wet, chemical 13. Demonstrate procedures for shampooing, rinsing, conditioning, and caring for the scalp and hair. Identifying various types of shampoos and conditioners, emulsions, and suspensions, and ph codes Analyzing conditions of the scalp and hair Applying procedures for scalp massages and treatments Examples: hot oil treatment, ultraviolet ray treatment Learning Objective(s) and 1. Utilize teamwork in demonstrating dry, wet, and chemical draping techniques. 2. Demonstrate proper shampooing, rinsing and conditioning procedures. 3. Discuss the uses and benefits of various types of shampoos and conditioners. 4. Perform proper scalp manipulations as part of hair and scalp treatments. Essential Question(s): Why is making the proper shampoo selection for your client important? Content I. Basic Fundamentals A. Demonstrate Proper Draping 1. Dry 2. Wet 3. Chemical Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) : Proper Draping Dry Wet Chemical Suggested Materials, Equipment and Technology Resources Demonstration: Teacher demonstrates proper draping techniques. Model Supplies Partners

16 Buddy System: Students demonstrate the proper draping techniques for dry, wet, and chemical services. Supplies Partners Models B. Demonstrate Shampooing, Rinsing, Conditioning and Scalp Care 1. Types of Shampoos and Conditioner 2. Hair and Scalp analysis 3. Scalp massage and treatments Think-Pair-Share: Students discuss what factors determine the type of shampoos and conditioners used on clients. : Shampooing, Rinsing, Conditioning, and Scalp Care Types of Products - Shampoos - Conditioners - Emulsions - Suspensions Hair and Scalp Analysis Scalp Massage and Treatments Demonstration: Teacher demonstrates the proper way to shampoo and condition hair. Guided Practice: Students demonstrate the proper way to shampoo and condition hair. Demonstration: Teacher demonstrates a hair and scalp analysis and discusses diseases, disorders, and treatments. Guided Practice: Students will demonstrate a hair and scalp analysis and discuss diseases, disorders and Various Types of Shampoos Various Types of Conditioners List of Appropriate Uses of Shampoos and Conditions s Various Types of Shampoos Various Types of Conditioners List of Appropriate Uses of Shampoos and Conditions s Models Supplies Model Supplies Models

17 treatments. : Disease and Disorders Unit Assessment: Guided Practices and Class Discussion CTSO Activity: Members will participate in the SkillsUSA competition. Culminating Product: Students do a scalp and hair analysis, drape, and shampoo according to state board requirements. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board Licensing

18 06/03/09 Unit: 7 Principles of Hair Design.Course Title: Introduction to Cosmetology Content Standard(s) and 14. Explain principles and elements of hairstyle and design. Explaining the relationship of facial types to styling principle for male and female design Describing the use of various implements, tools, and equipment for hair styling Identifying the five elements and five principles of hair design Identifying basic pattern for haircutting 15. Apply techniques for hair shaping and design. Utilizing correct hair shaping terminology Demonstrating how to section hair, including basic elevation, angles, and guidelines Demonstrating face shaving and beard and mustache trimming techniques based on facial structure, including final shaving of face and neck 16. Demonstrate methods of haircutting including clipper over comb, wet and dry, arching, scissor cut, and razor cut. Demonstrating correct techniques of holding combs, shears, clippers, trimmers, razors, and thermal styling tools. Demonstrating edge and clean neckline with razor, clipper, or shears. 17. Demonstrate hair styling techniques, including braiding, pressing, wrapping, and roller control. Learning Objective(s) and Essential Question(s): 1. Explain how to incorporate elements and principles of hair design to enhance facial shapes. 2. Relate hairstyles and facial structures to providing optimal hair design for male and female. 3. Identify the implements, tools, and equipment for hair styling. 4. Describe the importance of basic patterns pertaining to haircutting 5. Demonstrate the safe and proper use of the various tools of haircutting 6. Demonstrate how to section hair for a haircut, including basic elevations, angles, and guidelines. 7. Demonstrate face shaving, beard, and mustache trimming techniques based on facial structure. 8. Demonstrate correct techniques using the shears, clippers, trimmers, razors, and thermal styling tools including edging and clean neckline. 9. Perform hairstyling techniques, braiding, pressing, wrapping, and roller control. Why is it important for students to learn the basic principles of hair design?

19 Content VII. Principles of Hair Design A. Principles and Elements Related to Hair Designs 1. Facial types 2. Elements and principle 3. Implements and tools 4. Basic pattern for haircutting B. Techniques for Hair Cutting 1. Safe and proper use of tools and implements 2. Sectioning 3. Elevations 4. Angles 5. Guideline C. Face Shaving Techniques 1. Safe and Proper Use of Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Five + One Discussion: Discussion on principles and elements related to hair design. : Principles of Hair Design Facial types Elements and principle Implements and tools Basic pattern for haircutting Art Project: Students draw hair styles to fit each facial shape Techniques for Hair Cutting Safe and proper use of tools and implements Sectioning Elevations Angles Guideline Collages: Students collect pictures of different techniques used in hair cutting from books and magazines/ : Face shaving techniques Safe and proper use of tools and Suggested Materials, Equipment and Technology Resources s Drawing Paper Colored Pencils or Crayons Hairstyles Magazines Poster Board Magazines Art Supplies

20 Tools and Implements 2. Beard Trimming 3. Mustache trimming D. Haircutting Methods 1. Clip Over Comb 2. Wet and Dry 3. Arching 4. Scissors 5. Razor implements Beard trimming Mustache trimming Demonstration: Teacher demonstrates safe and proper usage of implements and tools for basic haircuts Buzz Session: Group discussion on math integrated in field of Cosmetology Discussion: Teacher and student discussion on barbering. Demonstration: Teacher demonstrates proper shaving techniques. Guided Practice: Students demonstrate proper shaving techniques. : Haircutting Methods Clip over comb Wet and dry Arching Scissors Razor Discussion: Teacher and student discussion on hair cutting methods. Demonstration: Teacher demonstrates proper safety techniques in cutting hair. Tools and Implements Mannequin Mannequin Stand Tools Implements Men Mannequin with Beard and Mustache Tools Implements Men Mannequin with Beard and Mustache Tools Implements Mannequin Mannequin Stand

21 6. Hairstyling Techniques a. Braiding b. Hair Pressing c. Wrapping d. Roller Control Demonstrations: Teacher demonstrates haircutting methods. Clip over comb Wet and dry Arching Scissors Razor Guided Practice: Students demonstrate haircutting methods. : Hairstyling Techniques Braiding Hair Pressing Wrapping Roller Control Show Time: Students view DVDs on hair styling Demonstration: Teacher demonstrates styling techniques. Braiding Hair Pressing Wrapping Roller Control Guided Practice: Students demonstrate hairstyling techniques. Tools Implements Mannequin Mannequin Stand Tools Implements Mannequin Mannequin Stand DVD Series Monitor Tools and Implements Mannequin Mannequin Stand Roller clip Gel Tools and Implements Mannequin Mannequin Stand Roller clip Gel Unit Assessment: Drawing Hairstyles, Discussions, Guided Practices, and Class Discussion

22 CTSO Activity: Members participate in cutting and styling mothers and children s hair at a homeless shelter. Culminating Product: Students place drawings and pictures of cuts and styles in portfolio. Photos of student work placed in portfolio Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: State Board License