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Cosmetology

HAIRCUTTING

Syllabus Snapshot………………………………………………….. 1
Student Preparation Strategy…………………………………….. 2
BOPPPS Lesson Plan……………………………………………… 3

 Lesson PowerPoint Presentation
 Head Shape Handout
 Reference Point Worksheet
 Lab Exercise
 Vocabulary Words
 Post-Assessment

Test Questions………………………………………………………. 4
Rubric…………………………………………………………………. 5
Showcase Presentation……………………………………………. 6
Reflective Essay…………………………………………………….. 7

Need to know WELCOME TO CSME 1
INTRODUCTION TO

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My Information: As
Taffi Hill 1.
832.234.5609 2.
[email protected] 3.
4.

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For detail information……..you ca

1310 Bring to
HAIRCUTTING class:
Textbook
tudent Expectations: Workbook
ofessionalism Your kit:
s a student training for a specific career, it is important All
at you convey the power of well-thought out, professional implements,
ork, and how it can get you ahead in the workplace. tools,
manikins
s a member of my class it is your responsibility to:
To be prepared for class.
Turn assignments in on time.
Give appropriate feedback in class discussions.
Practical make-up work -Not Accepted

acher/Professor Expectations:
Availability: I will do my best to address any concerns
ou may be having in a timely, sincere and professional
anner. I will respond to your emails within 24 hours.
I will teach the material in an organized and professional
anner
I will provide feedback and information should you
quest it.
I will test you in a fair and course-appropriate manner.

an find your Syllabus on D2L

Student Preparation Strategy

Warm-up Questions/Discussion/Worksheet – Reference points

Questions may be presented in online game form or pen and paper.
1. Surfaces on the head where the head changes such as ears, jawline, and

occipital bone are called?
a. Reference points

2. Reference points in a haircut are used to establish?
a. Design line

3. The part of the head that is found by placing a comb flat on the side of the head
is the?
a. Parietal ridge

4. Name the highest point of the head.
a. Apex

5. Hair that grows below the parietal, or crest, hangs because of?
a. Gravity

Group Discussion:
Think about what happen during your last haircut appointment at the salon.
Were you happy with the outcome of your experience- why or why not?

Demonstrate your understanding of reference points. Label the standard
reference points in the head form outline.

Locate the four corners and draw them on the diagram below.

BOPPPS LES

COURSE: CSME 1310
Introduction to Haircutting
Lesson Title: Basic Principles of Haircutting-Reference Points
Bridge: 5 minutes

I begin my Introduction to Haircutting class with a story.

I talk about a young girl (me) beginning cosmetology with a fear of h
explain to the student this was not a gift. Although, many thought I sh
successful hairstylist. That was far from the truth; I had to work hard
my license, I was a novice not a master haircutter. One class does n
Becoming a master haircutter takes years of perseverance. I started
Today, as a professional I continue my education in my field. My gro

The moral of this story is work hard and never give up........carry on!

Course Student Learning Outcome:
Exhibit workplace competencies related to haircutting. Identify termi
Demonstrate the use of implements and various haircutting tools. D
Additionally, students must learn to:

a) Define terminology.
b) Practice basic workplace competencies related to haircutting
c) Demonstrate use of implements, sectioning, haircutting, and f
d) This course covers chapter 16 from Milady’s Standard Cosme

Learning Objectives

By the end of this lesson, students will be able to:
1. Identify the reference points on the head.(Knowledge)
2. Understand their role in haircutting. (Comprehension)

Pre-Assessment: 10 minutes
Warm –up questions at the beginning of class. The questions a

SSON PLAN

haircutting. My first haircut was a disaster (I go into great detail). I
hould have the gift or knowledge because my Mother was a
by practicing, and learning from my mistakes. Once I received
not make you a master, but it is the beginning of a journey.
d taking advance classes, practices haircuts on family and friends.
owth in this profession depends on my continuing education.

inology related to haircutting and finishing techniques.
Demonstrate professionalism, sanitation, and safety precaution.

and finishing techniques.
finishing skills.
etology.

are located in the power point presentation. (CAT)

1. Surfaces on the head where the head changes such as ears,
a. Reference points

2. Reference points in a haircut are used to establish?
a. Design line

3. The part of the head that is found by placing a comb flat on th
a. Parietal ridge

4. Name the highest point of the head.
a. Apex

5. Hair that grows below the parietal, or crest, hangs because of
a. Gravity

Participatory Learning: Learner Activ
Time Instructor Activities

5 min Theory: Write respo
15 min Introduction Open discu
Question to class:
Groups will
 Describe what happen during your last opinions/tho
haircut appointment at the salon.
Overhead s
 Were you happy with the outcome of
your experience- why or why not

Group Discussion Questions:
 Why does hair response differently on
various areas of the head?
 How will understanding the head
shape and reference points help in a
haircut/design?
 Heap shape visual
 Discuss each reference point and how
to locate each point.

30 min Foundation Haircutting Skills Student wil

jawline, and occipital bone are called?

he side of the head is the?

f? Lesson Materials
Textbook
vities
onse to Instructor question
ussion

l discuss questions and give their
oughts to classmates.

screen Manikin
ll fill out worksheet Comb on each group
table

Head Worksheet

PowerPoint Presentation Locate the
Short Video Clip and the 4 c
Student dis
Review/Discuss warm up questions
http://www
Assign Vocabulary Words
Handouts 1.
10 min 4 questions with Bloom’s level identified

20 min Lab: Student wil
Instructor Demonstration on Manikin following qu
Explain how to find each reference point Question: H
points will i
5 min Instructor will watch and critique student Answer: st
per process Follow up w
model Lab: This e
different he
activity will
productivity

Students w

Students w
Students w
styling chai
Students w
behind mod
Stylist will lo

 High
 Apex
 Parie
 Occi
 Nape
 Crow
 Bang
 Back
 Fron

This will be

Standard Reference area of the head Chapter 16-Milady
corners. PowerPoint
scussion Presentation over
reference points of the
w.studystack.com/flashcard-883423 head
Chapter 16-Milady
Video Clip
Discussion
Manikin head
Comb

ll watch demonstration and answer the Manikin
uestion: Basic comb
How do you think locating reference
impact the haircut? Model
tudent response Basic comb
with student questions. Worksheet
exercise will allow students to see, feel
ead shape and reference points. This
allow students to gain speed and
y.

will practice on model:

will divide into even and odd numbers.
with even numbers will be models (sit in
ir).
with odd numbers will be stylist (stand
del).

ocate:
hest point of the ear
x
etal Ridge
ipital bone
e
wn
g Area
k of the Head
nt of the Head

e a timed skill.

Post-Assessment: Once time i
Technology: https://getkahoot.com Once all St
will be time
Bloom Taxonomy questions
Cell phones
The studen
The studen

Summary: 5 min
Today, you discovered different head shapes and how the shapes re
design will allow you to build your confidence, and you will gain the t
ensure your success in duplicating or creating haircut throughout you

1-2 1-minute paper Student rep
min Ask students to write about the today

activities (theory/lab).

See Attached PPT

is up Stylist will rotate to next model.
tylists have completed each model, it
e for stylists to be models.

s or lab top answer questions.
nts can see the other students score
nts are anonymous.

elated to haircutting. Knowing the basic foundational skills of hair
trust and loyalty of your clients. Continuing this practice will
ur career.
ply

Chapt

Haircu

ter 16

utting

Learning O

• Identify the reference poi
understand their role in h

Objectives

ints on the head and
haircutting.

1. What are reference poin
functions?

2. List the reference point

a.

b.

c.

d.

3. Name the highest and w
top of the head.

nts and what is their
ts

widest area on the





 Describe what happen dur
appointment at the salon.

 Were you happy with the
experience?

 Why or why not

ring you last haircut
.

outcome of your

Introdu

• Foundational skills start with be
of haircutting and precision hair

• Precision haircutting is about th
plan when cutting hair

• When it is combined with the pr
have a better understanding of

• However, first you must know th
them. You will need to have an
of the techniques and tools of c

uction

eing educated in the principles
rcutting methods.
he application of a systematic

rinciples of haircutting, you will
how to approach any haircut.
he rules before you break
understanding
cutting.

Understand the Basic Prin
(continu

• Apex

• Four corners

nciples of Haircutting
ued)

Understand the Basic Prin

• Reference points

– Parietal ridge
– Occipital bone

nciples of Haircutting

(continues)

Areas of t

• Top
• Front
• Sides
• Crown
• Nape
• Back
• Bang area

the Head

W
r
d
v
t

H
u
h
r
h
h

Why does hair
response
differently on
various areas of
the head?
How will
understanding the
head shape and
reference points
help in a
haircut/design?

After your group discussion
below, please write your re
at the end of theory.
1. Take a moment; observe t

shape in your handout and
different. How could your
haircutting skills by knowi
2. Based on what you know,
apex, parietal ridge, occip
corners of the head?
3. What are the function of t
of the head?
4. How can you improve your
techniques based on the i
textbook pages 344-346?

n of the question
esponse and turn in

the different head
d how they are
r improve your
ing this information?
can you located the
pital bone, and four

the reference points

r haircutting
information in your

Head shapes

What do you see?
Head shape: brachycephalic (skulls "short" in profile), dolichocephalic ("long" in profile)

Reference Point Worksheet

Demonstrate your understanding of reference points. Label the standard reference points in the head
form outline.

Locate the four corners and draw them on the diagram below.

Learning Objective

Course Outcome:

Exhibit workplace competencies related to haircutting. Identify terminology related to
haircutting and finishing techniques. Demonstrate the use of implements and various
haircutting tools. Demonstrate professionalism, sanitation, and safety precaution.
Additionally, students must learn to:

a) Define terminology.
b) Practice basic workplace competencies related to haircutting and finishing

techniques.
c) Demonstrate use of implements, sectioning, haircutting, and finishing skills.
d) This course covers chapter 16 from Milady’s Standard Cosmetology.

Learning Objective:

By the end of this lesson, students will be able to:

1. Identify the reference points on the head.(Knowledge)
2. Understand their role in haircutting. (Comprehension)

Good Questions (CAT) (Post-Assessment) :

BT Type Questions
Synthesis Connective
Take a moment; observe the different head shape in
Knowledge Application your handout and how they are different. How could
Evaluation you improve your haircutting skills by knowing this
Create information?
Based on what you know, can you locate the apex,
parietal ridge, occipital bone, and the found corner of
the head?

Knowledge Factual What are reference points of the head and their
Comprehension Application function?
Analysis
Synthesis How can you improve your haircutting techniques
Evaluation based on the information on textbook pages 344-346?

Introduction to Haircutting- Reference Points

Vocabulary Words

1. Apex
2. Fringe/bang area
3. Nape
4. Occipital bone
5. Reference points
6. Design line
7. Head shape
8. Gravity
9. Crown
10. Parietal ridge

LAB EXERCISE
REFERENCE POINTS

Students with divided into even and odd numbers.
Students with even numbers will be models (sit in styling chair).
Students with odd numbers will be stylist (stand behind model).
Stylist will locate:

 Highest point of the ear
 Apex
 Parietal Ridge
 Occipital bone
 Nape
 Crown
 Bang Area
 Back of the Head
 Front of the Head

Materials needed: basic comb MAPPING NOTES
MODEL

Formal Assessment

1. The most effective way to establish design lines that are proportionate is with:
(Knowledge)
a. Reference points
b. Angles of elevation
c. Cutting lines
d. subsections

2. The widest area of the head, starting at the temples and ending at the bottom of
the crown, is the: (Knowledge)
a. Crown
b. Parietal ridge
c. Four corners
d. Occipital bone

3. Map the reference points of each headshape. Give a detailed evaluation of each
headshape. (Evaluation)(Application)

4. Demonstrate reference point on a manikin.(Application)

Reference Points Yes No Instructor’s Comment
Apex
Fringe/bang area
Nape
Occipital bone
Crown
Parietal ridge

CRITERIA GOOD CSME
SEMESTER PRO
ANATOMY & PHY

FAIR

Organization Well thought out/ Some areas of g
Teamwork prepared/structured. not make sense,
Rules students somew
Worked as a team/group confused.
All students (3) in group are Only 2 students
participating in preparation and participation in
implementing of game preparation and
Created clear rules for game. implementing th
Clarify rules before game begins.
Rules are somew
clear.
Only some of th
were clarified be
game.

Layout Followed assigned format
Types:
Type:
 Board
 TV show  Game t
 Children games not cre
 (no puzzles/hangman) maximu
 Creative and easy to group
particip
follow.
Must have instructor’s approval Created game b
for game type. instructor’s app
Structure (clear, easy to follow). The structure is
somewhat uncle
Control/Engaging/Participation Fellow student are engaged, difficult to follow
participating and the team has
control. Fellow student a
somewhat enga
Team has somew
control of game

E 2310 Instructor Comments
OJECT RUBRIC
YSIOLOGY GAME

POOR

game do There is not structure to the game.
e, and Students can not follow along with
what the game.

s are Only 1 student is participation in
preparation and implementing the
d game.
he game.
what Rules are unclear/ complicated.
No rules stated before game.
he rules
efore

type is  Used
eated for puzzles/hangman/individu
um al games.

pation. Created and implemented game
before without instructor’s approval.
proval. The game is difficult to follow and
confusing.
ear and
w. Fellow student are not
are engaged/participating. Team is
aged. unable to control the game.
what
e.



I. PRE-ASSESSMENT
II. BOPPPS OBJECTIVES
III. BRIDGE-IN
IV. LESSON
V. POST ASSESSMENT
VI. SUMMARY
VII. REFLECTION



• Added to
PowerPoint
• Kahoot
• I use the points
for extra credit.
Usually I
reserved the
points for
exams.