Notes

4.1A To demonstrate braiding techniques. (IL)

4.2A To demonstrate a roller set and comb-out. (NUM)

Demonstrate and identify braiding techniques and patterns including:

• invisible
• visible
• fishtail

Discuss roller set terms. (on base, half off base, off base).

Demonstrate then ask students to practise roller placement and pinning for volume rollers. (NUM) Demonstrate the correct angle to comb the hair up to achieve the following roller placements:

• on base - full volume
• 1/2 off base - medium volume
• off base - small amount of volume

Identify different amounts of volume that are created by each of the roller placements.

Demonstrate and provide student practice time for a basic roller set. Provide feedback while students practise.

Determine criteria to evaluate a quality roller set. Discuss proportion, balance.

Discuss rhythm, emphasis and harmony as it relates to a total look hairstyle. Refer to recommended resources.

Demonstrate and explain the different comb-out techniques. Stress the importance of finishing.

Determine criteria to evaluate a quality comb-out.

4.3A To demonstrate blow-dry techniques. (TL)

Prepare workstation. Discuss styling products and explain the function of each product. Demonstrate blow-dry techniques such as scrunching, using a brush, using your hands, etc.

Note: Stress the importance of directing the heat away from the scalp to prevent burns. Demonstrate drying the hair in layers rather than directing the heat on the top layer. Explain that the purpose of this procedure is to prevent the top layer from sustaining excessive heat damage while the underneath layers remain damp. Determine criteria to evaluate a quality blow-dry.

Note: The blow-dryer is constantly moving to prevent burns.

4.4A To demonstrate curling iron techniques. (TL)

To demonstrate the use of curling iron. Demonstrate holding the iron and holding the comb.

Demonstrate and discuss the clicking and feeding technique that is used when using a professional iron. To prevent unnecessary burns, ask students to practise the clicking and feeding technique with a (cold) iron.

Demonstrate sectioning of the head. Explain that sections of hair used for a curling iron should be about the same size as the base in a roller set. Demonstrate the use of a curling iron. Stress the use of putting a comb between the iron and the client’s scalp to prevent burns.

Note: Metal combs should not be used to avoid scalp burns. Have students practise using a hot curling iron.

Determine criteria to evaluate a quality curling iron hairstyle.

4.5A To follow appropriate safety measures when using a blow dryer or a curling iron. (CCT)

Review safety practices for using a blow dryer and curling iron. Students should brainstorm to determine any other safety measures that need to be followed when thermal styling hair. Discuss the implications of not following safety measures.

Review first aid treatment for burns.

Notes

4.6B To review introductory learning objectives 4.1A - 4.5A. (COM)

Review procedures and safety measures for introductory learning objectives.

4.7B To demonstrate finger waving.

Demonstrate finger waving with the use of a finger-waved mannequin so students have a visual of finger waves. Explain how finger waves are the art of waving the hair using; fingers, comb and waving lotion. Ask students where they have seen this look. Possible answers should include the recent movies, and models in high fashion magazines. Explain that the purpose of learning this technique is to control the hair by molding and directing the hair.

Demonstrate the procedure and provide student practice time. Suggest feedback while they are practising (IL). Determine criteria to evaluate a quality finger wave e.g., uniform ridges, equal sized wave pattern, etc.

4.8B To demonstrate pin-curl technique. (optional)

Demonstrate using a pin-curled mannequin so students have a visual of pincurls. Discuss the use of pincurls as an alternate method to rollers or finger waves. Identify the parts of a pincurl.

Discuss the possibility of using a combination of rollers, finger waves, and pincurls in a roller set. Explain the purpose for learning this technique to control the hair by molding, slicing and ribboning the hair to create hairstyles. Provide time for student practice. (IL)

Demonstrate a shaping. Explain open and closed end shaping. Demonstrate procedure for sculptured curls. Demonstrate correct pinning and provide student practice time. Suggest feedback while they are practising. Determine criteria to evaluate a quality pin curl. (IL, CCT)

Demonstrate Semi-stand up curls. Repeat demonstration process as the first pin curl. Provide time for student practice.

Demonstrate Stand up curls. Repeat demonstration process as the first pin curl. Provide time for student practice.

4.9B To demonstrate long hair roller set and up do comb-out techniques. (CCT, IL)

Show video on creating up do hairstyles (refer to resources listed in the bibliography).

Students are to select a picture of a long hair up do. Determine roller placement necessary to achieve hairstyle from the photo. Set hair. Demonstrate comb-out technique for the long hairstyle. Discuss the purpose of backcombing in the holding power of the finished style. Demonstrate x-ing of bobby pins and finishing the style.

Determine criteria to evaluate a quality comb-out i.e., rounded, no dents, bobby pins hidden, sufficient backcombing, etc.

4.10B To analyze facial shapes. (CCT, PSVS)

Examine the seven facial shapes. Use picture illustrations to display each facial shape. Have students work in pairs to analyze each other’s facial shape .

4.11B To create an illusion of an oval shaped face by choosing an appropriate hairstyle for each of the seven facial shapes. (CCT)

Discuss how we might create an illusion of an oval face with each of the facial shapes (if there is access, computer software may be used to analyze facial shapes and to suggest a flattering hairstyle). (TL)

Students are to create a collection of the seven facial shapes. Have students describe each of the facial shapes and choose, from magazines, hairstyles that would accommodate each of the facial shapes .

4.12B To review introductory and intermediate learning objectives 4.1A - 4.5A, 4.6B – 4.11B. (COM)

Review procedures and safety measures for introductory (4.1A-4.5A) and intermediate (4.6B-4.11B) learning objectives.

4.13B To analyze facial features that emphasize a client’s best features and de-emphasize poor features. (CCT, PSVS)

Analyze profiles, nose shapes, eyes, glasses, etc. Using a picture, make a list of:

• the client’s features that should be emphasized.
• the client’s features that should be de-emphasized. (CCT)

Make another list of hairstyles that might:

• compliment the good features.
• de-emphasize poor features.

Students should choose a hairstyle that would accentuate good and de-emphasize poor features.

Students should work in pairs. Each pair is given a picture of a client. Students repeat above procedure. Students may prepare a short presentation analyzing the photo features and the chosen hairstyle selected.

OR

If special software is available students may create different looks using the software. (Suggested software is in the resources.)

4.14B To demonstrate roller set variations e.g., indentation, and combination pin curl/finger wave/roller set.

Explain indentation roller placement. Discuss the effect of indentation roller placement. Students should practise this skill.

Demonstrate and explain variations to the basic roller set. Have students create a hairstyle using variations to the basic set. (IL) Describe the anticipated results to be achieved in the comb-out.

Students may participate in a provincial hair competition (optional).