Subject: hairdressing

Grade Level: Grade 12

Objective:
2.4 Check make-up result before application of finishing touches,
2.5 Ensure clients comfort and safety during the entire process,

Learning within the curriculum:

Learning across the curriculum:

Review Motivation:
Teaching Strategy: Cooperative Learning
Instructional Materials: Mirror, makeup tools, and products.
Energizer 1: "Makeup Relay" – Students will be divided into teams and tasked to
apply makeup on a mannequin as quickly and accurately as possible while ensuring
all products are checked for safety.
Energizer 2: "Comfort Check" – In pairs, students will role-play as client and stylist,
where the stylist must ask questions to ensure the client's comfort regarding makeup
preferences, discussing how to make the experience pleasant without any materials
needed.

Activities
Activity 1: Makeup Result Check
Teaching Strategy: Discovery Learning
Materials: Makeup products, mirrors, and checklists for makeup application
standards.
Significance: This activity allows students to critically assess their makeup
application skills and understand the importance of final checks before finishing
touches.

Instructions:
1. Each student will apply makeup on a mannequin or a peer.
2. After application, they will use a checklist to evaluate their work, focusing on
blending, color matching, and overall finish.
3. Students will provide constructive feedback to each other based on the checklist
criteria.

Rubrics:
- Accuracy of makeup application: 10 pts.
- Use of appropriate products: 10 pts.
- Quality of peer feedback: 5 pts.

Assessment Questions:
1. What aspects did you check to ensure the makeup was applied correctly?
2. How did peer feedback improve your application technique?
3. Why is it important to check the makeup result before finalizing the look?
Activity 2: Client Comfort Role-Play
Teaching Strategy: Experiential Learning
Materials: none
Significance: This activity emphasizes the importance of client comfort and safety
during the hairdressing process, fostering communication skills.

Instructions:
1. Students will pair up and take turns playing the roles of client and stylist.
2. The stylist will ask questions about the client's comfort and preferences throughout
the process.
3. After the role-play, students will discuss their experiences and any challenges
faced in ensuring comfort.
Rubrics:
- Clarity of communication: 10 pts.
- Ability to address client concerns: 10 pts.
- Engagement in the role-play: 5 pts.

Assessment Questions:
1. What strategies did you use to ensure your client felt comfortable?
2. How did you handle any discomfort expressed by the client?
3. Why is client comfort crucial in the hairdressing and makeup process?

Analysis:
Activity 1 - This activity promotes critical thinking as students assess their own work
and that of their peers, reinforcing the need for attention to detail in makeup
application. It connects to the main objective by emphasizing the importance of
checking the makeup result to ensure a polished final look.
Activity 2 - This activity fosters communication skills and empathy, as students learn
to navigate client interactions and address comfort concerns. It connects to the
objective by highlighting the necessity of ensuring clients feel safe and comfortable
during the process.

Abstraction:

The main point of the lesson is to ensure that makeup application is done with
precision and that client comfort is prioritized throughout the process.
Understanding the steps required for checking makeup and ensuring client
safety enhances the overall service quality in hairdressing. Two concepts that
reinforce this understanding are:
1. Importance of Product Knowledge: Knowing the ingredients and effects of makeup
products helps in ensuring safety for clients, especially those with sensitive skin.
2. Communication Techniques: Effective communication fosters a trusting
relationship between the stylist and client, leading to a better overall experience and
satisfaction with the service.

Application:
Teaching Strategy: Project-Based Learning
1. Task: Students will create a client consultation guide that includes questions and
tips for ensuring client comfort during makeup application.
2. Task: Students will conduct a mock consultation session, applying the guide in a
role-play scenario with their peers.
Discussion: After the role-play, students will discuss the effectiveness of their
guides and any improvements that could be made based on peer feedback.

Assessment:
Teaching Strategy: Think-Pair-Share

Questions:
1. How can you ensure the products you use are safe for all clients?
2. What are some signs that a client may be uncomfortable during a service?
3. How would you adapt your approach if a client expressed dissatisfaction with your
makeup application?

For Higher Order Thinking Skills:

Questions:
1. Why is it important to consider skin type and conditions when selecting makeup
products?
2. How can cultural differences influence a client's comfort during a hairdressing or
makeup session?
3. What ethical considerations should be taken into account when recommending
products to clients?

Answers:
1. Different skin types react differently to products, making it crucial to choose
products that will not irritate or cause adverse reactions.
2. Cultural preferences may dictate certain beauty standards, and understanding
these can help in making clients feel more at ease and respected during the service.
3. Ethical considerations include being honest about product efficacy and ensuring
that the products do not harm the client or the environment.

Assignment:
1. Write a reflection on a time when you or someone else felt uncomfortable during a
beauty service. Discuss what could have been done to improve that experience and
how you would apply those lessons in your future practice.