Barbering+Services+III

Barbering Services III

** Course Description. ** This course is designed as an advance level course for the Barbering Pathway Program of Study. The course will provide higher level skills that the students can transfer to post-secondary barber schools. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and the Georgia Board of Barbers. Mastery of these standards through project-based learning, technical skills practice, and leadership development activities of the career and technical student organization, SkillsUSA, will provide students with a competitive edge for either entry into the healthcare personal care services marketplace and/or the post-secondary institution of their choice to continue their education and training. This knowledge will assist them in the analysis and performance of professional services such as haircutting and styling, mustache and beard design, facials, shaves and scalp treatments. In addition, this course offers the possibility of meeting articulation alignment with the technical college standards. This course is considered broad-based with high impact in the personal care service industry. Students will achieve advanced technical content skills necessary to pursue a full range of careers in this program concentration. The students will be given instruction on the theory and application of techniques in the treatment of the skin. Emphasis will be placed on work with live models. Topics include: implements, products and supplies, diseases and disorders, corrective skin treatments, facial procedures and manipulations, and safety precautions.
 * __ Men’s Facial Massage and Treatments __**

a. Describe the benefits of facial massage and treatments. b. Discuss the location and stimulation of muscles. c. Discuss the location and stimulation of nerves. d. Describe the benefits of massage. e. Identify and demonstrate massage manipulations. f. Identify and recognize the products used in facial treatments. g. Identify skin types and appropriate facials treatments and products.
 * HU-BR-III-1. Students will be able to analyze skin conditions and recommend the most effective treatments necessary to perform a basic facial. Laboratory training includes 10 hours on live models without compensation. **

Students will be introduced to the theory and skills necessary to prepare and shave a patron. Simulated shaving procedures will precede practice on live models. Topics include: patron preparation, beard preparation, shaving techniques, once-over shave techniques, and safety precautions.
 * __ Shaving and Facial Hair Design __**

a. Discuss general sanitation and safety precautions of shaving. b. Demonstrate the ability to perform standard cutting position and strokes with a straight razor. c. Identify the 14 shaving areas of the face.
 * HU-BR-III-2 **** . **** Students will be introduced in theory and application to the procedure and products used in a basic facial and shave service. Laboratory training includes 30 hours on live models without compensation. **

** Academic Standard(s): ** ** SBRh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. ** a. Exhibit the above traits in their own scientific activities b. Recognize that different explanations often can be given for the same evidence. ** SAP1. Students will analyze anatomical structures in relationship to their physiological functions. ** a Apply correct terminology when explaining the orientation of body parts and regions. b. Investigate the interdependence of the various body systems to teach others and to the body as a whole. c. Describe how structure and functions are related in terms of cell and tissue types. ** SAP2. Students will analyze the interdependence of the integumentary, skeletal and muscular systems as these relate to the protection, support, and movement of the ** ** human body. ** a. Relate the structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis. b. Explain how the skeletal structures provide support, and protection for tissues and function together with the muscular system to make movements possible. ** SHCH- Students will use standard safety practices for all classroom laboratory and workplace investigations. ** ** SAP4e- Examine various conditions that change normal body functions (e.g. tissue refection, allergies, injury, disease and disorders) and how the body responds. ** ** SAP5e- Describe effects of aging on all body systems. **

Students will continue the theory and application of haircutting techniques and procedures. Various hairstyles, designs and techniques will be introduced. Laboratory practice on live models will continue until satisfactory proficiency is acquired. Topics include: Introduction to various hair designs, client consultation, head and hair analysis, styling/cutting techniques,comb techniques, finger and shear techniques and outlining techniques.
 * __ Men’s Haircutting and Styling __**

a. Discuss the art and science of men’s hair designing and styling. b. Discuss the term envisioning and the importance of client consultation. c. Discuss the principles of facial shapes and profiles. d. Identify and name the sections of the head as applied to haircutting. e. List and define the fundamental terms used in haircutting. f. Demonstrate the performance of the following cutting techniques: fingers-and-shear, shear-over-comb, freehand clipper cutting, clipper-over-comb.
 * HU-BR-III-4. **** Students ** **will continue to study the theory and application of haircutting techniques and hairstyling using** ** scissors, razor (shaper), electrical clippers/trimmers, and thinning (tapering) shears for wet and dry cutting. **** Laboratory training includes 20 hours of styling training on mannequins and 35 hours on live models without compensation. **

c. Use the properties of circles to solve problems involving the length of an arc and the area of a sector. a. Determine the distance between two points. b. Determine the distance between a point and a line. c. Determine the midpoint of a segment. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.
 * Academic Standard(s): **
 * MA1G4. Students will understand the properties of circles. **
 * MA1G1. Students will investigate properties of geometric figures in the coordinate plane. **
 * MM2P3. Students will communicate mathematically. **
 * SCSh2 Students will use standard safety practices for all classroom laboratory and field investigations **