MILADY’S PROFESSIONAL BARBERING COURSE MANAGEMENT GUIDE LESSON PLAN 15.0 Chapter 15: Men’s Haircutting and Styling TOPICS 1. Introduction A. Haircutting B. Hairstyling 2. Client Consultation A. Benefi ts B. Questions C. Envisioning 3. Basic Principles of Haircutting and Styling A. Representation B. Facial Shapes and Anatomical Features 4. Fundamentals of Haircutting A. Introduction B. The Head Form C. Basic Terms 5. Haircutting Techniques A. Fingers-and-Shear Technique B. Shear-over-Comb Technique C. Freehand Shear Cutting D. Shear-Point Tapering E. Arching Technique F. Clipper Cutting G. Basic Tapering and Blending Areas H. Razor Cutting I. Hair Thinning and Texturizing 6. Shaving the Outline Areas A. Neck Shave and Outline Shave B. Preparation 7. Haircutting Procedures 1–10 A. Fingers-and-Shear Precision Cut on Model B. Shear-over-Comb Technique on Model C. Freehand and Clipper-over-Comb Technique on Model with Straight Hair D. Freehand and Clipper-over-Comb Technique on Model with Tightly Curled Hair E. Shaving Outline on Model with Tightly Curled Hair F. Razor Cutting on Model G. Clipper Cutting: Close Fade on Model H. Clipper Cutting: Flat Top and Crew Cut on Model I. Taper Cut on Curly Hair Texture J. Head Shaving K. Haircut Finish Work 8. Men’s Hairstyling A. Introduction B. Methods 9. Safety Precautions 319 © 2011 Milady, a part of Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 997147_15_ch15_p319-352.indd7147_15_ch15_p319-352.indd 319319 66/1/10/1/10 55:00:08:00:08 PPMM NOTES TO THE INSTRUCTOR As one of the most important chapters in the textbook, Men’s Haircutting and Styling requires demonstration, guidance, and student coaching from the educator. Students fi rst need to learn the basics of tool and implement manipulation, which can be practiced on a mannequin, and then to proceed to practice on a model or school client. Because students may fi nd it challenging to bridge the gap between theoretical concepts and practical applications, it is recommended that they take part in the activities that follow each technique or skill to be mastered as outlined in the lesson plan. Once students have mastered the basics of tool manipulation and the effects of cutting at various elevations, it rests with the instructor to guide them in bringing these elements together to achieve blended and proportioned haircuts. Along with tool mastery and application techniques, the development of a stylebook portfolio should prove to help students in haircut and hairstyle conceptualizing and recognition skills. A style- book also serves as a guide for clients, and students can use it on the clinic fl oor. Guidelines for the de- velopment of a stylebook are as follows: 1. Have students assemble the following: a three-ring binder with blank pages and sheet protectors; section dividers; and labels. 2. Section one should consist of haircut styles retrieved from magazines, photographs, and so forth and labeled with the appropriate style description. This section may also be used by the instructor to evaluate students’ understanding of style recognition, identifi cation, and “how-to” questioning. For example, the instructor may ask students the steps they would take to duplicate a particular haircut, what tools they would use, and so on. 3. Have students design a cover for their stylebook. Optional: Hold a competition and award fi rst, second, and third prizes. Note: If holding a competition, provide students with objective criteria that will be used to evaluate and judge their work. 4. Once students begin performing haircuts on clients, they can photograph their best work and include it in section two of the stylebook. Caution: Be sure that students understand that haircut models or clients must sign a model-release form authorizing the use of the model’s or client’s photograph prior to including it in a stylebook. Check with your school or legal counsel for a standard model-release form and provide a copy to the students that they can duplicate as needed. In closing, the technical skills associated with barbering provide an excellent opportunity to create a workshop learning environment for students to master techniques and skills. For example, following a haircutting demonstration on a mannequin, have students set up their mannequins; then go back through the demonstration step-by-step as students perform the same routine on their mannequins. This approach helps to lessen confusion for students and assists the instructor in determining specifi c tasks that may require further explanation, review, practice, or application. STUDENT PREPARATION: Read Chapter 15: Men’s Haircutting and Styling STUDENT MATERIALS • Milady’s Standard Professional Barbering textbook • Milady’s Professional Barbering Student Workbook • Milady’s Professional Barbering Student CD-ROM • Writing materials • Binder or photo album supplies to create a haircut and hairstyle portfolio • Magazines, print ads, stylebooks, and so forth to use for album • Paper-cutting scissors, section and index dividers, and labels for identifying styles LEARNING OBJECTIVES Upon completion of this lesson, students should be able to: 1. Discuss the art and science of men’s haircutting and styling. 2. Discuss the term envisioning and the importance of the client consultation. 320 © 2011 Milady, a part of Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 997147_15_ch15_p319-352.indd7147_15_ch15_p319-352.indd 320320 66/1/10/1/10 55:00:08:00:08 PPMM 3. Discuss facial shapes and anatomical features. 4. Identify and name the sections of the head as applied to haircutting. 5. Understand fundamental terms used in haircutting. 6. Demonstrate the performance of the following cutting techniques: fi ngers-and-shear, shear-over- comb, freehand shear cutting, freehand clipper cutting, clipper-over-comb, and razor cutting. 7. Demonstrate shaving the outline areas. 8. Demonstrate disinfection procedures. 9. Demonstrate basic hairstyling techniques. 10. Discuss safety precautions used in haircutting and styling. ALLOTTED TIME: Eight to ten hours, depending on depth of study and range of activities. TEACHING AIDS • Milady’s Standard Professional Barbering textbook • Milady’s Professional Barbering Instructor Slides • Whiteboard or chalkboard; dry-erase markers or chalk • CD/DVD player or overhead projector • Mannequins and kit • Model-release form EDUCATOR REFERENCES • Milady’s Standard Professional Barbering textbook • Milady’s Professional Barbering Course Management Guide LESSON OUTLINE 1. Introduction A. Haircutting 1. Involves the individualized and precise designing, cutting, and shaping of the hair. 2. Requires a variety of tools, implements, techniques, and methods. 3. A good haircut is the foundation of a good hairstyle. 4. The haircut and style should accentuate the client’s strong features and minimize weaker ones. 5. Considerations a. Head shape b. Facial contour c. Hairline d. Neckline e. Hair texture f. Client’s wishes, personality, and lifestyle B. Hairstyling: the artistic cutting and dressing of hair to best fi t a client’s physical needs and personality. 2. Client Consultation A. Benefi ts 1. Helps to eliminate guesswork about the haircut or style to be performed. 2. Provides opportunity to perform scalp and hair analysis. B. Questions 1. How long has it been since your last haircut? 2. Do you prefer a similar style, or are you looking for something new? 321 © 2011 Milady, a part of Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 997147_15_ch15_p319-352.indd7147_15_ch15_p319-352.indd 321321 66/1/10/1/10 55:00:09:00:09 PPMM 3. What is your usual morning routine (shampoo, blow-dry, etc.)? 4. Are you having any particular problems with your hairstyle? C. Envisioning 1. The process of visualizing the fi nished cut and style, based on information received from the client. 2. Information gained through the client consultation facilitates understanding and visualization. 3. Understanding and envisioning are essential to achieve before beginning the haircut. 3. Basic Principles of Haircutting and Styling A. Representation 1. Every haircut is a representation and advertisement of the barber’s work. 2. Pay attention to details, client comfort, sideburn lengths, outlines, balance, and proportion. B. Facial Shapes and Anatomical Features 1. Determined by the position and prominence of the facial bones. 2. General shapes: oval, round, inverted triangle, square, pear-shaped, oblong, and diamond. 3. Characteristics of facial shapes (See textbook Figures 15-1 to 15-7.) a. Oval: recognized as the ideal shape; any hairstyle that maintains the shape is usually suitable. b. Round: aim is to slim and lengthen the face; short hair emphasizes fullness; create height on the top; off-center part; waves at eye level lessen the full appearance; style beards to make face appear oval. c. Inverted triangle: over-wide cheekbones and narrow jaw line; keep hair close at crown and temples, longer in back; change the part or direction of the hair; full beard fi lls out narrow jaw. d. Square: aim is to minimize angular features at the forehead; use wavy bangs, blend to temples; beards should slenderize face. e. Pear-shaped: narrow at top and wide at bottom; create width and fullness at top, temples, and sides; beard can slenderize the look of the lower jaw. f. Oblong: long face shape needs to be shortened, angularity hidden, and hairline camoufl aged; layered cut with texturized bangs and/or a mustache will help to visually shorten this shape.