Rich Task:

Hair and Its Relationship with Individual and Collective Identity

Course:

Hairstyling & Aesthetics, Grade 11, Open, TPE3E   (2 credit Cooperative Education)

Evaluation:

Part of 70%

Part of 30%

* Both

Context:

·          “Hair is more than a biological fact, because the act of grooming the hair enables it to become, the medium of significant statements about self and society and the codes of value that bind them, or don’t. Therefore the question of what hair actually means is part of a larger discourse in the black community about collective identity”.
                                                                                           Kobene Mercer, 248.

·          You will use the knowledge and skills acquired in your Hairstyling and Aesthetics course to form an opinion about how hairstyles impact on people’s individual and group identity’ and produce a marketing strategy to increase the clientele at the salon.

 

Related Course Expectations

 

 

Strand: Theory and Foundations

TFV.01 · describe trends and styles in hairstyling and aesthetics;

TFV.02 · demonstrate an understanding of the role and contribution of the beauty services industry to individuals and to society;

TFV.03 · identify materials, techniques, and equipment used in the hairstyling and aesthetic industry;

TFV.04 · describe scientific and physical processes used in various hairstyling and aesthetics services;

TF1.01 - describe beauty fashion trends and the methods used to achieve them;

TF1.02 -  describe a variety of health and beauty products;

TF1.03 -  identify ways in which the hairstyling and aesthetics industry provides a service;

TF1.04 - identify the role that beauty industry services play in increasing self-esteem and well-being;

TF2.01 - explain vocabulary related to the industry;

TF2.02 - describe various materials, processes, and equipment;

TF2.03 - describe traditional and new products and methods used in the beauty industry;

TF2.04 - select and use appropriate materials and tools to perform basic salon services;

TF3.01 - explain chemical theory related to hair and skin products;

TF3.02 - describe chemical changes that take place during different procedures;

TF3.03 - identify a variety of body reactions to different products and treatments;

TF3.04 - explain the difference between hypo-allergenic and natural products using information such as that provided on labels.

 

Strand: Skills and Processes

SPV.01 · identify a variety of services and techniques that meet industry standards;

 

SPV.02 · use appropriate materials and tools to perform basic salon services;

SPV.03 · demonstrate effective communication and interpersonal skills;

SP1.01 - describe basic analysis procedures (e.g. related to degree of porosity, scalp condition, skin type, facial shape, body type, health of nails) and recommend appropriate services;

SP1.02 - administer treatments following recommended procedures;

SP1.03 - select, prepare, and safely apply health and beauty products on live models or mannequins;

SP1.04 - identify unique styles for special event occasions;

SP1.05 - identify and use appropriate routine sanitation procedures;

SP1.06 - use information technologies and specialized software related to the hairstyling and aesthetics industry effectively;

SP2.01 - use effective communication techniques to interact with clients.

 

Strand: Impact and Consequences

ICV.01 · describe the environmental impact of products in the hairstyling and aesthetics industry;

ICV.02 · identify health and safety standards in the use of equipment, materials, and techniques;

IC1.01 - describe the environmental impacts of various products used in the industry;

IC1.02 - identify environmentally friendly products;

IC2.01 - describe laws and regulations related to the industry;

IC2.02 - describe and follow appropriate industry-standard health and safety procedures and regulations for handling products, tools, and equipment;

IC2.03 - apply health and safety standards correctly.

 

Cooperative Education Expectations

 

 

Health and Safety

H1 -  an understanding of workplace health and safety rules;

H4 - an understanding of the Occupational Health and Safety Act;

H8 - the procedure for reporting unsafe practices;

 

 

Rights and Responsibilities

R2 - placement specific workplace health and safety considerations

 

Reflective Learning

RL2 - reflect on and analyse their placement experiences.

 

Evaluation Strategies and Scoring Tools

 

Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

70%

Part A: Report: People’s choices (includes survey and graphic organizer)

Rubric

TFV.01, TFV.02, TFV.03, TFV.04, TF1.01, TF1.02, TF1.03, TF1.04, SPV.01, SPV.02, SPV.03, SP1.01, SP1.03, SP1.04, SP1.05

K/U, T, C, A

Part B: Oral Report/ Opinion Piece

Rubric

RL2

ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03

K/U, T, C, A

Part C: Chart: Product Information

Rubric

ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03

K/U, T, C, A

30%

Part D: Presentation: Impact on their practices as a salon owner

Rubric

RL2

ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03

K/U, T, C, A

Part D: Video or Portfolio: Marketing strategy

Rubric

H1, R2, RL2

ICV.01, ICV.02, ICV.03, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03

K/U, T, C, A

 

 

Teacher Notes

·          Assist the student in drawing up the confidentiality clause and permission form for videotaping.

·          Provide a sample of various survey formats to the student.

 

Task: Hair and Its Relationship with Individuality             and Collective Identity

 

Student Notes

Part A: Survey

·          Successful hair salons must offer a wide variety of styles and services to meet the needs of different groups within the community. Interview about 30 clients, using a survey to discover the reasons why they use that specific salon, the most common styles requested and the common “processes” used, and where these specific styles originated. Questions can include:

-         Who are the clients?

-         How often do they visit the salon?

-         Why do they come to this salon?

-         Do they belong to any specific demographic group?

-         What are the styles most often chosen by these clients?

·          Showcase your survey findings in a graphic organizer.

·          Analyse the reasons and factors that influence people’s choices of styles, products, and services.

·          Choose a suitable format to present your conclusions to your teacher, e.g., charts, graphics.

 

 

·          Draw up a confidentiality clause that is signed by all parties before beginning the survey. Obtain permission to videotape the clients.

Part B: Historical Significance of Hairstyles & Relationship             to Self-Image

·          Using a variety of resources, gather information on the historical significance and/or perspectives of different hairstyles.

·          Decide if there is a relationship that can be assumed between styles and identity.

-         Is there a historical importance associated with certain styles and what are the image implications assumed by these styles?

-         Can a prediction be made about the future trends in style and salon choices?

-         What assumptions are made about people based on how they look, and how their hair looks?

-         What role does a hairstyle play in the definition of a person’s identity?

-         Do certain styles empower an individual?

-         Can hairstyles really indicate alliances to certain groups?

-         Will assimilation occur if people of different groups adopt styles of the dominant culture?

·          Select one piece of information that best illustrates how styles have impacted a person’s identity in the culture, and present the information in an oral report.

 

·          Organize the information in a portfolio or graphic organizer and submit it as part of your opinion piece about hairstyles and their meaning to the specific group and how these styles and people are viewed by society.

 

 

·          You may wish to begin your Internet search at www.google.com, search word: hairstyles.

Part C: Environmental Impact of Chemical Products and             Processes

As part of your duties at your placement you carry out different services and use a variety of tools and equipment. Some of the products that are used on a daily basis carry warnings and instructions for safe handling and disposal.

·          Complete the information from product labels and information provided by the manufacturers, manuals, Internet search, scientific periodicals, and your supervisor in an easy-to-access chart under appropriate headings.

·          Use pictures, diagrams, symbols, and graphs to illustrate the differences in the information.

 

 

Part D: Presentation

·          One day you may own your own salon. As a potential business owner, explain:

-         potential benefits in choosing to use more environmentally friendly products that do not pose a potential harm/hazard to clients or the environment;

-         how you will make sure laws that govern the industry are upheld in your salon.

·          Using the results from your survey and the findings from your Internet search and article readings, develop a marketing tool for increasing the volume of clients to the salon.

 

 

·          You might produce a three-minute videotape, or create a portfolio, an advertisement, or other marketing strategy.

 

 

 

 

 

·          Use an appropriate, professional, and inviting format to present this information.