PATHWAY: Personal Care Services

COURSE: Cosmetology Services-Core II

UNIT10: HS-CSII-10Hair Sculpting for Women


Annotation:

Student will use knowledge from the units on principles and foundations of hair cutting to cut hair swatches in 0, 45, 90, and 180 degree angles. After practice on swatches and instructor feedback, students will use a manikin to produce the four basic haircuts. Safety and infection control will be strictly enforced. Practice with the razor will be completed on a separate manikin.

Grade(s):

9th
X / 10th
X / 11th
X / 12th

Time:

20Hours

Author:

Coni Hardy

Students with Disabilities:

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


GPS Focus Standards:

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

a) Identify reference points on the head form showing the major planes created by the bone structure and understand their role in hair cutting.

b) Interpret a detailed analysis of the planes in the muscular structure and recommend a complimentary hair cut.

c) Describe and demonstrate the geometric angles, (0, 45, 90, 135, 180 degrees) used in hair cutting with a mannequin.

d) Explain the proper use of electrical hair clippers while utilizing various guards and trimmers.

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

f) Discriminate between the different cutting techniques (point cutting, notching, free-hand notching, slithering, slicing and carving) and determine when each could be used.

g) Construct the following men’s haircuts: tapered, fade, and flat top.

h) Construct different women’s haircuts using the combinations of four basic haircuts (one length, layered, graduated, and uniform).

i) Construct one haircut for men and one for women using only the razor.

j) Compose different haircuts using the theory of the celestial axis by creating haircuts with convex and concave curves.

k) Judge the use of safety and infection control procedures implemented in haircutting.

GPS Academic Standards:

MA1G4 Students will understand the properties of circles.

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

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

a) Determine the distance between two points.

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

c) Determine the midpoint of a segment.

MM2P3 Students will communicate mathematically.

a) Organize and consolidate their mathematical thinking through communication.

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

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

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

SCSH2 Students will use standard safety practices for all classroom laboratory and field investigations.

Enduring Understandings:

Different angles and elevations in a haircut determine if the haircut is one length, layered, graduated, or uniform. Understanding of these differences is vital to the appropriate hair sculpting techniques necessary in the industry.

Essential Questions:

  • What type hair cut is the result of the hair at 0 degree?
  • What type hair cut is the result of the hair at 45 degree?
  • What type hair cut is the result of the hair at 90 degree?
  • What type hair cut is the result of the hair at 180 degree?
  • Why is the razor used in women’s haircutting?

Knowledge from this Unit:

Students will be able to:

  • Choose the degree of elevation for the desired cut.
  • Decide when the razor should be used.
  • Explain safety measures in the event of an accident.

Skills from this Unit:

Students will:

  • Construct the four basic cuts.
  • Practice all safety and infection control.
  • Effectively use the razor.
  • Properly handle implements.

Assessment Method Type:

Pre-test
Objective assessment - multiple-choice, true- false, etc.
__ Quizzes/Tests
__ Unit test
Group project
x / Individual project
x / Self-assessment - May include practice quizzes, games, simulations, checklists, etc.
_x_Self-check rubrics
__ Self-check during writing/planning process
__ Lab Book
__ Reflect on evaluations of work from teachers, business partners, and competition judges
__ Academic prompts
__ Practice quizzes/tests
x / Subjective assessment/Informal observations
__ Essay tests
__ Observe students working with partners
__ Observe students role playing
Peer-assessment
__ Peer editing & commentary of products/projects/presentations using rubrics
__ Peer editing and/or critiquing
x / Dialogue and Discussion
_x_ Student/teacher conferences
__ Partner and small group discussions
_x_ Whole group discussions
__ Interaction with/feedback from community members/speakers and business partners
Constructed Responses
__ Chart good reading/writing/listening/speaking habits
__ Application of skills to real-life situations/scenarios
Post-test

Assessment Attachments and / or Directions:

  • Haircutting Practical Assessment

•LESSON 1:The Four Basic Haircuts for Women

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

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

a) Identify reference points on the head form showing the major planes created by the bone structure and understand their role in hair cutting.

b) Interpret a detailed analysis of the planes in the muscular structure and recommend a complimentary hair cut.

c) Describe and demonstrate the geometric angles, (0, 45, 90, 135, 180 degrees) used in hair cutting with a mannequin.

d) Explain the proper use of electrical hair clippers while utilizing various guards and trimmers.

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

f) Discriminate between the different cutting techniques (point cutting, notching, free-hand notching, slithering, slicing and carving) and determine when each could be used.

g) Construct the following men’s haircuts: tapered, fade, and flat top.

h) Construct different women’s haircuts using the combinations of four basic haircuts (one length, layered, graduated, and uniform).

I) construct one haircut for men and one for women using only the razor.

j) Compose different haircuts using the theory of the celestial axis by creating haircuts with convex and concave curves.

k) Judge the use of safety and infection control procedures implemented in haircutting.

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

  • What type hair cut is the result of the hair at 0 degree?
  • What type hair cut is the result of the hair at 45 degree?
  • What type hair cut is the result of the hair at 90 degree?
  • What type hair cut is the result of the hair at 180 degree?

3.Identify and review the unit vocabulary. Terms may be posted on word wall.

Basic cut / Degrees / Sectioning
Layered cut / Palming / Sub sectioning
Graduated cut / Traveling guide / Perimeter/ interior
Uniform cut / Stationary guide / Guideline

4.Ask the students to look at other students in the room. Look carefully at their haircuts. Do they see similar cuts but in different lengths and do they see completely different cuts. Use this as a teachable moment. Point out the four different cuts (At least one student will fit into each category).

5.In order to demonstrate the different haircut angles, prepare manikins that can stick to the board using the Manikin Model Directions or use drawn head forms on the board.

6. Draw or place four models across the board. Make copies of the Side View Haircutting Template for the students.

7. As you draw, label and discuss all four cuts. Write the information under each model and have students fill out their template sheet.

  • One length aka 0 degree cut. Stationary guide
  • Layered aka 180 degree cut. Stationary guide
  • Graduated aka 45 degree cut. Traveling guide
  • Uniform aka 90 degree cut. Traveling guideline

8.Give each student a copy of the Key Terms Flash Cards. Have the students use the textbook to define the vocabulary words. Give them markers to decorate the cards and scissors cut them out.

9.Preparemanikins for the labs. Watch theManikin Directions and 90 Degree Cut PowerPoint first so students can see preparation of manikin. Then give each student a bald manikin and a hair swatch. The hair swatch is measured and cut to fit from the front hairline to the bottom hairline directly down the center of the head. (Looks like a Mohawk). Stand the hair swatch up and pin into the head with wig pins. The stitching on the swatch should stand up.

•LESSON2: Basic Women Haircutting Labs

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

  • What type hair cut is the result of the hair at 0 degree?
  • What type hair cut is the result of the hair at 45 degree?
  • What type hair cut is the result of the hair at 90 degree?
  • What type hair cut is the result of the hair at 180 degree?
  • Why is the razor used in women’s haircutting?

2.If a haircutting video is available, show one to the students to generate interest.

3.Assign students a manikin with at least 8 inches of hair. It’s better to have one longer. They will also need the bald manikin with swatches from yesterday.

4.Have students practice a mock one layer cut so you can check for proper handling of shears and comb.

5. Review safety and blood spill cleanup.

6.Pass out copies of the Procedure for the 0 Degree Cut Handout.Give a demo on the 0 degree cut.

7. Have students use the Side View Haircutting Templateto draw the hair angles before cutting.

8. After checking their drawing for understanding of the cut, students will shampoo and part the manikin’s hair for the first cut.

9.Monitor, facilitate, and offer advice as the student completes the first cut. Use the Haircutting Practical Assessment Rubric to grade the students. This is part of the mastery assessment.

10. After passing out copies of the Procedure for 180 Degree Cut Handout, follow steps 6-10 for the 180 degree cut.

11. To make sure students understand the degrees used in the 45 and 90 degree cuts, use the bald manikins prepared earlier to demonstrate. Give each student a copy of the Procedure for 45 Degree Cut Handout.

12. Students will shampoo and part the manikin’s hair for the cut.

13. Monitor, facilitate, and offer advice. Demonstrate the angles on the Mohawk from the previous lesson for the 45 degree cut. Have students do the same cut.

14. Unpin the Mohawk and lay flat on the table.Evaluate the angle. Is it smooth or gapped? Assist students with correction before beginning on the manikin.

15.When students are comfortable and understand, give them a blankSide View Haircutting Templateto draw the angles. When the swatch and drawing are correct the student can proceed to the 45 degree cut.

16. Once the students completethe cut, use the Haircutting Practical Assessment Rubric for grading. This is part of the mastery assessment.

17. After passing out copies of the Procedure for 90 Degree Cut Handout, students will shampoo and part the manikin’s hair for the cut.

18. Monitor, facilitate, and offer advice. Demonstrate the angles on the Mohawk from the previous lesson for the 90 degree cut. Have students do the same cut.

19. Unpin the Mohawk and lay flat on the table.

20. Evaluate the angle. Is it smooth or gapped? Assist students with correction before beginning on the manikin.

21. When students are comfortable and understand, give them a blank copy of theSide View Haircutting Template to draw the angles. When the swatch and drawing are correct the student can proceed to the 90 degree cut.

22. Have thestudents completesthe cut. Use the Haircutting Practical Assessment Rubric for grading. This is a mastery assessment.

23. Razor cutting was in the unit on Advanced Haircutting Techniques. Review procedure and safety for using razor.

24. Demonstrate different razor techniques used in women’s haircutting.

25. Summary:

  • Use the Haircutting Practical Assessment Rubricto decide if remediation is required or if students have mastered cutting and can proceed to the next unit.

•ATTACHMENTS FOR LESSON PLANS:

Manikin Model Directions

Side View Haircutting Template

Key Terms Flash Cards

Manikin Directions and 90 Degree Cut PowerPoint

Procedure for the 0 Degree Cut Handout

Procedure for 180 Degree Cut Handout

Procedure for 45 Degree Cut Handout

Procedure for 90 Degree Cut Handout

Hair Cutting Practical Assessment Rubric

•NOTES & REFLECTION:

-If you use the manikins for Lesson 1 step 5, draw the angles on the board around the head. If you draw a side view of the head, use a different color Expo to draw the angle around the form.

- I have provided my method for the four haircuts in lesson 2, but you can also use your procedure or the procedure from the textbook.

-The poster assignment can be done in class or as a homework assignment.


Culminating Unit Performance Task Title:

Angles of Haircuts Poster

Culminating Unit Performance Task Description/Directions/Differentiated Instruction:

Divide a poster board into 4 equal parts. Write one of each of the four basic haircut anglesin each section. Include a description and 3 pictures for each block. Be sure they understand it must be a good representation of the haircut in that block. Grade the posters using the Poster Rubric.

Attachments for Culminating Performance Task:

Poster Rubric


Web Resources:

Materials & Equipment:

CTAE Resource Network / Cosmetology Services-Core II• Grades 10-12 • Unit 10 / Page 1 of 8
  • Markers
  • Scissors
  • Bald manikin
  • Wig pins
  • Hair swatches
  • Shears
  • Combs
  • Manikin with 8-12 inches of hair
  • Razor
  • Projection Equipment
  • Computer with internet access

CTAE Resource Network / Cosmetology Services-Core II• Grades 10-12 • Unit 10 / Page 1 of 8

21st Century Technology Used:

x / Slide Show Software / Graphing Software / X / Audio File(s)
Interactive Whiteboard / Calculator / Graphic Organizer
Student Response System / Desktop Publishing / Image File(s)
Web Design Software / Blog / X / Video
Animation Software / Wiki / Electronic Game or Puzzle Maker
Email / x / Website
CTAE Resource Network / Cosmetology Services-Core II• Grades 10-12 • Unit 10 / Page 1 of 8