Learners must have a grasp of the basic principles of design, scale and proportion if they are to be successful in designing and creating a range of images.
Explain to learners that, before starting to design an image, it is essential to take into account a variety of factors:• type of hair – curly, straight• amount of hair – density• length of hair – long, short• existing treatments – colour distribution, etc.• head and face – size and shape• hair techniques – cutting, plaiting, shaving, etc.• added hair – use of postiche, extensions • effect to be achieved – traditional, avant-garde,
based on a theme, etc.
Emphasise to learners that the basic principle of design is an understanding of:• symmetry • asymmetry
Explain:
A symmetrical effect is one which is balanced at all parts of the head. It has equivalent height, depth and width at matching points of the head. For example, the length at the ears and the width at the sides are evenly balanced.
An asymmetrical style is one which varies in length, width or height at matching points of the head. For example, one side may be flat and the other full, the neckline may be cut in a slope or a steep angle.
Session 2GH21Tell learners that the scale of a design may vary. For example, designing a style that is full and has height may soften a large face with a heavy jaw. However, state that if the same design was used on a client with a small face, the ‘big hair’ design may overwhelm the face.
To understand scale learners must understand relative size. Say that:
• a large item can be made to look smaller by being placed against a larger item
• a small item can look larger if it is set against an even smaller item
Emphasise that understanding proportion is being able to understand the weight, balance and distribution of the hair, added hair or hair accessories being used to enhance an image. The proportions and distribution of these additions are crucial to the overall effect.
Say that, when an image is being designed the learner must ensure that, if the effect is to be symmetrical, then the weight and distribution of the hair or other additions must be evenly spread.
If the effect is to be asymmetrical then the distribution of the additions can vary – more hair at one side of the head or added hair above one ear, etc. Tell them that the design shape, although unbalanced, may create an effect that is pleasing to the eye and this is what confirms the success of an image.
Tell them that, once the purpose of the activity is defined, they must decide on a theme for the project.
Say that the theme may be based on anything from:
• textures• film characters• a period in history• cultural backgrounds• a historical event (e.g. war) • nursery rhymes• colours• a special event (e.g. weddings) • futuristic• avant-garde
Tell learners that only their own imagination will creates the boundaries when choosing a theme.
Tell learners that they can identify a theme through researching:
• photographs• paintings• the environment• nature• text books• film/video• television
Say that access to information can be obtained through:
• television• the internet• public library (to include film and DVD libraries)• contact with cultural groups
Emphasise that it is likely that, in the planning stages, they may identify more than one theme.
They need to evaluate all their ideas, create a short list of possible themes then, from this, make a final choice.
Explain that most young stylists who wish to create a range of images must find someone or some organisation who will fund the project.
Tell learners that this may be an employer, a local wholesaler or a manufacturer. It may even be a local newspaper or a trade magazine. Say that they may also have to rely on the help of colleagues to ensure the success of the project.
Emphasise that, in order to secure sponsorship or to create interest and enthusiasm from their colleagues they need to present their design plan.
Explain that the most effective type of presentation is a visual presentation. This allows people to see the ideas and to get some indication of how they propose to achieve their objectives.
Say that there are various ways of presenting a design plan. Tell learners that some of the visual ways are to:
• show photographs• present a model• present a DVD• prepare sketches• prepare a story board• prepare a mood board
Emphasise that when using additional media (clothes, accessories, added hair etc.) to complement the design image, it is essential to include this on the design plan.
For example:
• if the theme of the design is historic, the clothing must reflect that particular period of time and complement the hairstyle
• if an avant-garde theme is chosen the additional media must indicate a futuristic viewpoint
Ref: Slide 24.2.3 (2 slides)
Show this slide and describe how additional media can complement the design image:
Emphasise to learners that this is not a comprehensive list. They may be able to add to it.
Discuss with learners their ideas for using additional media in ways that will enhance the design image.
Explain that once the planning is complete, once the funding has been secured and the design image has been created, it must be presented according to the objectives and identified activities.
Stress that this is the point at which things can go awry :
• there may be a problem with the venue• some of the models may not attend• the photographer may be delayed• they may have car breakdown on the way to the
Tell learners that while there can be many and varied setbacks, if the design plan has been properly prepared and the design image well practised most difficulties can be overcome.
The one problem that can never be overcome is if the presentation of the final results is poor and unprofessional.
It is essential to ensure a professional presentation of the final result so that:
• their own reputation is safeguarded• the reputation and image of the salon is improved• they can develop themselves within their own job
role• the professionalism of the business and themselves
is demonstrated to best effect
Ref: Research GH21.2
Ask learners to make a design plan and present the plan to you, as their trainer and/or to their colleagues.
The plan can be designed purely for research purposes*, or it can be done as part of an assessment for their NVQ/SVQ.
*The plan will be required for a further activity later in this unit.
Explain to learners that a very important part of the activity is to evaluate its effectiveness. Plans for evaluation should be included at the planning stage.
Stress that they must not wait until the project has been completed until they try to think of ways to evaluate it – the opportunity may have passed by then.
Remind learners that evaluation should be an on-going process.
They should evaluate the following:
• the progress towards gaining funding• how well is the design image developing• do you have the best models to show the design
image• are you remaining within budget
Say that evaluation at the beginning of the activity can be quite an informal process. However, they must make a final formal evaluation of the effectiveness of the activity upon completion.
Explain that the main reasons for evaluating your performance are:
• to check that objectives were met• to identify areas for improvement on subsequent
occasions• to note strengths that can be built upon at the next
activity
Tell learners that when deciding on the feedback to collect they need to specify the areas from which they require information. However, point out that they must recognise that there are certain areas on which they should always collect feedback.
Advise learners that one of the best ways of evaluating the success of the project is to ask others.
Tell them that a range of people should be surveyed if they are to achieve a balanced conclusion.
Say that some people will be better able to answer certain questions than others. For example, a colleague or a client is unlikely to be able to say what strengths can be built on for the future activities, whereas the salon manager may be able to comment on this subject.
Explain that the information that they need to gain may determine the method that they use.
Tell learners that the three main ways of getting feedback from others is to:
• use questionnaires• ask clients and colleagues• hold a meeting to de-brief all those who were
involved in the activity
Discuss with learners the types of people from whom they would request feedback.
State that there are many commercial benefits that can be derived from producing a range of creative images:• their professional reputation is likely to be improved• they may have opportunity to earn more• their knowledge of techniques and procedures may
develop• their enthusiasm will increase
However, emphasise that their sponsors will only provide financial support if they can see a return on their investment.
Say that sponsors are unlikely to allocate funds for the sole purpose of increasing learners’ job satisfaction or reputation.
Explain that sponsors need to know that the business will benefit.
Tell learners that the main commercial benefits to be derived from creative hair design work are an increase in:• salon profits• the services that are available to clients• clientele • opportunities for further development of salon staff
within their job roles
Ref: Activity GH21.2.6
Ask learners to complete the activity to enable them to practise writing a questionnaire to gain feedback. Alternatively, ask them to use a real situation instead of the scenario given.
Ask them to bring the results of the activity to their next session.
Now use the Learner Check for Session 2 to check the understanding of the learners.
Use Research GH21.2 to encourage independent learning.
