Lesson Plans for Milady's Standard Textbook for Professional Estheticians

MILADY ’S Lesson Plans for the Standard Textbook for Professional Estheticians R E V I S E D E D I T I O N Lesson P...

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MILADY ’S

Lesson Plans for the Standard Textbook for Professional Estheticians

R E V I S E D

E D I T I O N

Lesson Plans for

Milady’s Standard Textbook for Professional Estheticians

Edited by Kenneth Young

Milady Publishing (a division of Delmar Publishers)

3 Columbia Circle, P.O. Box 12519 Albany, New York 12212-2519

Copyright © 1979, 1992, 1999 Milady Publishing Company (A Division of Delmar Publishers, Inc.) 3 Columbia Circle, Box 15015 Albany, NY 12212–5015 All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems—without written permission of the publisher. ISBN: 1–56253–362–2 Library of Congress Number: 98-20108 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 XXX 04 03 02 01 00 99

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C O N T E N T S Lesson Planning ................................................................................................................vi

Orientation 1

Getting Acquainted with the World of Esthetics ....................................................1

Introduction 1

Career Opportunities for Professional Estheticians ................................................3

1 Your Professional Image 1

Image Projection for the Professional Esthetician ..................................................5

2

Posture and Visual Poise ........................................................................................7

3

Personality and Human Relations ........................................................................9

4

Professional Ethics ..............................................................................................11

2 A History of Skin Care and the Use of Cosmetics 1

A Historical Overview of Skin Care and Cosmetics ............................................13

3 Bacteriology 1

Understanding Bacteriology ................................................................................15

2

Classification of Pathogenic Bacteria ..................................................................17

4 Sterilization, Disinfection, and Safety in the Salon 1

General Methods of Sterilization and Disinfection ..............................................19

2

Practical Application of Sterilization and Disinfection ........................................21

5 Cells, Anatomy, and Physiology 1

Cells ....................................................................................................................23

2

The Skeletal System ............................................................................................25

3

The Muscular System ..........................................................................................27

4

The Nervous System ............................................................................................29

5

The Cranial Nerves ............................................................................................31

6

The Circulatory System ......................................................................................33

7

Arteries and Veins of the Head, Face, and Neck ................................................35

8

Blood Supply for the Arm and Hand ..................................................................37

9

The Endocrine System ........................................................................................39

10

The Excretory System ..........................................................................................41

11

The Respiratory System ......................................................................................43

12

The Digestive System ............................................................................................45

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Lesson Plans for Milady’s Standard Textbook for Professional Estheticians

6 Physiology and Histology of the Skin 1

Composition and Structure of the Skin ..............................................................47

2

The Layers of the Skin ........................................................................................49

7 Disorders of the Skin, Dermatology, and Special Esthetic Procedures 1

Disorders of the Skin and Dermatology ..............................................................51

2

Disorders of the Skin and Special Esthetic Procedures ........................................53

8 Chemistry for Estheticians 1

Introduction to Chemistry ..................................................................................55

2

Understanding the pH Scale ................................................................................57

9 Ingredient and Product Analysis 1

Substances Used in Cosmetics and Mild Medicinal Agents ..................................59

2

Cosmetics Used as Makeup ................................................................................61

10 Nutrition and the Health of the Skin 1

The Importance of Nutrition ..............................................................................63

2

The Health of the Skin ........................................................................................65

11 Client Consultation and Skin Analysis 1

The Client’s Impression of the Salon and Procedures for the Consultation ........67

2

Procedures for Skin Analysis ..............................................................................69

3

Advising the Client on Skin Care ........................................................................71

12 Client Preparation and Draping 1

Preparing the Client for a Facial Treatment ........................................................73

13 Cleansing the Skin 1

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The Cleansing Procedure ....................................................................................75

14 Techniques for Professional Massage 1

Purposes and Benefits of Facial Massage ............................................................77

2

Perfecting the Art of Facial Massage ..................................................................79

3

The Professional Massage ....................................................................................81

15 Mask Therapy in Facial Treatments 1

Types of Facial Masks and How They Benefit the Skin ......................................83

2

Preparation, Application, and Removal of the Wax Mask ..................................85

16 Facial Treatments without the Aid of Machines 1

How to Give Beneficial Facial Treatments without the Aid of Machines ............87

2

Facial Treatments for Problem Skin without the Aid of Machines ......................89

1

Machines and Apparatus for Professional Skin Care ..........................................91

2


3

Electricity and Light Therapy ..............................................................................95

4


Contents

17 Electricity, Machines, and Apparatus for Professional Skin Care

18 Facial Treatments with the Aid of Machines 1

Facial Treatments with the Aid of Machines ......................................................99

2

Facial Treatments with the Aid of Machines ....................................................101

19 Removing Unwanted Hair 1

Methods of Permanent Hair Removal ..............................................................103

2

Procedure for the Temporary Hair Removal Treatment with Emphasis on Wax Treatment ....................................................................105

20 Enemies of the Skin, Aging Factors, and Cosmetic Surgery 1

Enemies of the Skin ..........................................................................................107

2

Concern for Personal Appearance ....................................................................109

3

Understanding Plastic (Cosmetic) Surgery ........................................................111

21 Male Skin Care and Grooming 1

Skin Care for Men ............................................................................................113

22 Esthetics and Aromatherapy 1

The Use of Fragrance in Salon Treatments ........................................................115

23 Advanced Topics in Esthetics 1

New Technologies and Techniques in Esthetics ................................................117

24 Estheticians Working with Physicians 1

Procedures and Situations for the Esthetician Working in a Medical Practice ..119

25 Color Theory 1

What the Esthetician and Makeup Artist Should Know about Color ................121

2

Guide to Selecting Cosmetic Colors ..................................................................123

26 Professional Makeup Techniques 1

How to Become a Professional Makeup Artist ..................................................125

2

Grooming the Eyebrows ....................................................................................127

3

Makeup and How It Is Applied ........................................................................129

4

Contouring and Corrective Makeup ..................................................................131

5

Artificial Eyelash Application Procedures, Lash and Brow Tints ......................133

6

Custom-Designed Makeup ................................................................................135

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vi

27 The Salon Business 1

What You Should Know about Opening a Salon ..............................................137

2

Business Administration ....................................................................................139

3

Telephone Techniques for the Salon ..................................................................141

4

Key Points for Successful Salon Management ....................................................143

28 Selling Products and Services 1

Developing Your Business Through Promotion ................................................145

2

How to Advertise Your Salon ............................................................................147

3

Interpersonal Communication Skills ..................................................................149

Lesson Planning Armed with a thoughtfully conceived lesson plan, the teacher is without question the most valuable asset to the school in which he or she teaches. Without it, no matter how broad the teacher’s knowledge of the subject or how engaging his or her platform style, efficiency as an instructor is seriously hampered. “But I know exactly what I want to do,” the teacher may argue. “Why go through the bother of writing it down?” So does the builder know what he wants to do when he sets about erecting an apartment house or a supermarket. But he would not dream of starting to build his structure without first checking an architectural blueprint. In very much the same way, the lesson plan is a blueprint of the teaching-learning situation. It contains important guidelines and details which should not be trusted to memory. For example, it helps direct all activities toward the achievement of specific goals. It suggests new approaches for using instructional materials and makes the teacher extremely sensitive to sequential form (the order in which the lesson is developed), a factor of great importance in effective teaching. To some, especially to the beginning teacher, the greatest value of the lesson plan is the feelings of self-confidence and well-being it gives, for it helps the teacher face a group of students fully prepared to give the lesson.

SOME CONSIDERATIONS IN PLANNING A LESSON Before starting to outline the lesson plan, the experienced teacher keeps several important things in mind. One is continuity. Because we know that learning is most rapid when built on a foundation of acquired knowledge, the teacher evaluates carefully the previous day’s work in order to ensure, where possible, both unity and a smooth flow of ideas. If learning proceeds from the known to the unknown, as we have been told by a great many educators, the trick is to start the students on familiar ground and from there lead them to new areas of knowledge. Timing is another essential ingredient of the well-planned lesson. Nothing is more frustrating to a teacher than to discover in the middle of a lesson presentation that time has run out. Loose ends often remain neglected and important objectives postponed. Enough cannot be said for the value of student involvement in the lesson presentation. The temptation to dominate a captive audience for the better part of an hour is irresistible for most teachers. The better ones guard against it. They are able to involve the student in the lesson, which makes the lesson interesting and exciting. Students welcome the opportunity to become involved in the lesson and are better motivated to learn. Next in importance is the knack of making each lesson concrete. This is where the picture that speaks louder than a thousand words comes in. The conscientious teacher searches memory, texts, and files for models, charts, graphs, slides, films—anything that will help to illustrate a point or develop a concept with graphic clarity.

A SAMPLE DAILY LESSON PLAN Bearing these thoughts in mind, let us glance briefly at the major ideas of a lesson plan, then observe how they function in a typical plan to be designed and used by instructors. Lesson plans come in many forms, but the better ones have a number of elements in common. Generally, they are (1) a statement of purposes or objectives, (2) provisions for building interest and readiness, (3) a lesson outline section, (4) a summary and evaluation, and (5) a list of instructional materials to be used in the lesson. These elements make up the format for the preparation of the successful lesson plan. Here is how we use them in our planning.

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viii

Objectives A. The student will know the rules of correct telephone techniques. B. The student will be able to use the rules of correct telephone techniques. Building Interest and Readiness—10 Minutes Open lesson with an introductory discussion that draws upon student experiences for examples of good and bad telephone techniques. Present test questions: 1. Has anyone here ever been rudely treated over a telephone? 2. Let’s see the hands of those who have been guilty of the same practice. Lesson Outline—40 Minutes A. Continue with brief discussion of points listed below: 1. Courtesy, the first consideration. 2. Good telephone usage. 3. Planning your telephone conversation. 4. Effective telephone techniques. 5. Rules of good telephone usage. 6. What every good receptionist should know: a. Quality of each operator’s work. b. Kinds of services and products. c. Thorough knowledge of prices. B. Present orally two sample problems. Draw from students’ tentative solutions that reflect the guidelines appearing beneath each problem. Problem 1: Miss Smith, an established patron, wishes an appointment with Paul on Friday. No other day will do, but Paul is already heavily booked. Guidelines for discussion: 1. Making appointment with equally capable esthetician. 2. Calling client in case of cancellation. 3. Juggling appointments as a last resort. Give illustration on chalkboard diagram prepared in advance. Problem 2: Mrs. Anderson, a new client, wants to know the price of a facial and the time it takes to give it. Guidelines for discussion: 1. Explaining personalized consultation. 2. Giving only approximation of time and cost. 3. Informing client of expert esthetician on staff. 4. Persuading client to make appointment now. C. Adjusting complaints by telephone—suggested guidelines: 1. Allowing client to tell his or her side of story. 2. Adopting a friendly, sympathetic attitude. 3. Inviting client to talk to manager about adjustment. D. Play to class a five-minute taped skit of a problem created and solved by a previous class. Form class into several committees, each to invent and solve a problem similar to the one discussed, which will be taped on the following day. Summary—5 Minutes Summarize lesson with recap of main points which should be included in proposed skits: A. Examples of courtesy and rudeness. B. Sample solutions to problems and booking. C. Examples of how to soothe an irate client. Evaluation—5 Minutes Ask questions to test students’ understanding of lesson. Materials and Resources A. Milady’s Standard Textbook for Professional Estheticians, Milady Publishing Company. B. 35mm slides: “Telephone Techniques for the Beauty Salon.” C. Tape recorder and taped skit.

Objectives Obviously, the first thoughts in planning must turn to what is expected to be accomplished in the allotted time. In general, the stated objectives for the lesson should be few in number, short, and to the point. Also, they must determine all that follows in the plan. A careful inspection of the sample plan reveals that the ideas in it are closely knit, with a minimum of digression. Objectives are the pivot around which every learning activity must revolve. Anything that fails to clarify them, to enrich them, or in some way to advance their achievement should be omitted.

A vast number of studies have been carried out demonstrating the remarkable influence of motivation in the learning process. In view of this overwhelming evidence, the resourceful instructor deliberately sets out to capture the interest of his or her students without delay. The teacher is not unlike the fiction writer who must either capture his reader within the first paragraph or two of his story or find himself without an audience. The simple approach is to make a strong statement outlining a benefit to be derived from achieving a lesson’s objectives. Another approach is to elicit student experiences that tend to show the benefits of the lesson’s objectives.

Lesson Outline

Lesson Planning

Building Interest and Readiness (Motivation)

The lesson outline section of the lesson plan usually carries the major workload. As the sample plan is studied, close attention should be paid to the logical ordering of ideas or sequential form. The whole picture is spread out before the teacher. If there is something in it the instructor does not like, it can be changed. It is indeed important that cosmetology teachers stress the importance of adopting a cheerful attitude toward patrons and actually practicing the many ways this can be done. Developing a lesson plan in which students actually experience the truth of this fact through direct observation of good and bad practices, through listening to a dynamic guest speaker, or through role playing or dramatization creates a learning situation that is both constructive and meaningful.

Summary and Evaluation Somewhere near the end of the learning period, usually during the last five or ten minutes, the teacher should wrap up the lesson with a few concluding statements so that loose ends are tucked neatly into place and major ideas and skills are firmly impressed upon the students’ minds. This is done by quickly reviewing the high points of the lesson, by using a summary statement, and by asking key questions. It is also a time for giving out assignments.

Lesson Plans Should Be Personalized A lesson plan is a very personal thing. As a result, this set of proposed lesson plans should undergo many changes as you use them. Teaching talents and techniques vary tremendously from individual to individual. Some instructors are great lecturers and therefore a large part of their presentations is verbal. Others can illustrate effectively and enjoy using the chalkboard. Still others are mechanically inclined and may choose to work with a wide variety of audiovisual aids. Your job is clear. Employ your best talents by adjusting these lesson plans to conform with the way in which you know you can accomplish the greatest amount of learning by your students. Look upon these plans as a guide to help you develop your own lesson plans, those that are right for you. A well-prepared teacher has a set of lecture notes in addition to lesson plans for each lesson. They should contain not only the outline to be presented to the student via the chalkboard, but also all the items the teacher wishes to present verbally. The richer the background material, the better prepared the student will be to absorb the material. Students often present items of interest that the teacher can quickly and easily incorporate into his or her lecture notes. This process helps the teacher personalize the lesson presentation and thus make it of interest to future students.

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UNIT OR SUBJECT: .................................................................................................................................................... TOPIC: .................................................................................................................... LESSON PLAN NO: ................ LESSON OBJECTIVE: ............................................................................................ (A precise statement of what students should know or be able to do upon completion of lesson)

............................................................................................

These lesson plan forms have been designed to help teachers develop their own lesson plans. To order your own set of forms please call ITP/Milady Customer Service at l-800836-5239. Available in pads of 100

FACILITY TO BE USED: ..............................................................................TIME ALLOTMENT:............................ (Consider subject matter and room arrangement)

MATERIALS AND EQUIPMENT:

E L P SAM LAN P N O S S E L M R O F

1. ....................................................

6. ......................................................

11. ..................................................

2. ....................................................

7. ......................................................

12. ..................................................

3. ....................................................

8. ......................................................

13. ..................................................

4. ....................................................

9. ......................................................

14. ..................................................

5. ....................................................

10. ......................................................

15. ..................................................

PRINTED MATTER (books for reference, manuals, forms, notes, etc.) 1. ..................................................................................

2. ......................................................................................

3. ..................................................................................

4. ......................................................................................

VISUAL AND AUDIO AIDS (optic projectors, tape players, flip charts, wall charts, blackboards, posters, pictures, mockups, etc.) 1. ....................................................

2. ........................................................

3. ....................................................

Titles of specific items to be used (if part of a series is to be used, give numbers): A. ..................................................................................

E. ......................................................................................

B. ..................................................................................

F. ......................................................................................

C. ..................................................................................

G. ......................................................................................

D. ..................................................................................

H. ......................................................................................

SPECIAL RESEARCH (for teacher): ............................................................................................................................ .................................................................................................................................................................................... PREPARATORY ASSIGNMENTS FOR STUDENTS (textbook study, projects, workbook assignment, etc.): 1. ....................................................

2. ........................................................

3. ....................................................

MATERIALS STUDENTS MUST BRING TO CLASS: 1. ..................................................................................

4. ......................................................................................

2. ..................................................................................

5. ......................................................................................

3. ..................................................................................

6. ......................................................................................

PRESENTATION MOTIVATION TO BE EMPLOYED: .......................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... LESSON OUTLINE (specify what you will do, how, and keep a proper sequence): .................................................................................................................................................................................... .................................................................................................................................................................................... ....................................................................................................................................................................................

E L P SAM LAN P N O S S LE M R FO

.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... SUMMARY STATEMENTS (conclusions): .................................................................................................................................................................................... .................................................................................................................................................................................... LEADING QUESTIONS (for lesson presentation as well as reviews): 1. ................................................................................................................................................................................ 2. ................................................................................................................................................................................ 3. ................................................................................................................................................................................ 4. ................................................................................................................................................................................ ASSIGNMENTS (to reinforce this lesson, prepare students for next lesson, or both): .................................................................................................................................................................................... .................................................................................................................................................................................... ....................................................................................................................................................................................

O R I E N T A T I O N

Lesson Plan 1 Getting Acquainted with the World of Esthetics TEXTBOOK REFERENCE: Teachers please note: Orientation is not included in the textbook. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Have the necessary materials for the course. Know the rules and regulations of the school. Know the rules and regulations of the esthetics department. Know the prerequisites of the esthetics course. Know how and what to study.

FACILITY TO BE USED: Assembly or regular room TIME ALLOTMENT: The primary purpose of orientation is to prepare students for the course of study and to acquaint them with the requirements of the school. Usually one hour is enough time to cover orientation.

MATERIALS AND EQUIPMENT: 1. Kits, if required 2. Locks 3. Notebook—three-ring with 8 1/2" x 11" paper

PRINTED MATTER: 1. 2. 3. 4. 5.

Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians School handbooks Department handbooks Student forms

VISUAL AND AUDIO AIDS (when available) Note: This program is optional, but when used it serves to acquaint students with one area of the skin care course they will be studying.

SPECIAL RESEARCH (for teachers): 1. Obtain one copy for each student of the following printed matter: A. School handbook B. Department handbook C. Student forms, if needed 2. Check availability of all necessary items for sale or distribution to students, such as kits and books.

1


PREPARATORY ASSIGNMENTS FOR STUDENTS: No preparation is needed for orientation. For the next lesson they should do the following: 1. Read Chapter 1 of Milady’s Standard Textbook for Professional Estheticians. 2. Wear uniforms, if required. 3. Bring the necessary funds to purchase books, kits, and other necessary materials.

MATERIALS STUDENTS MUST BRING TO CLASS: 1. 2. 3. 4. 5. 6.

Complete kit, if required Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook for taking notes and for keeping handout sheets Blue pen for taking tests Red pen for marking tests (when students grade)

MOTIVATION TO BE EMPLOYED: Explain how being a dedicated student sets the behavior pattern for being a professional esthetician. Stress the importance of organization of materials and being on time.

LESSON OUTLINE: 1. 2. 3. 4. 5.

6. 7. 8. 9. 10. 11.

Take attendance (accept no one without proper credentials). Introduce yourself and other teachers, explaining your qualifications. Explain Motivation (above). Give students opportunity to ask questions. Distribute or assign materials. Explain each item. A. Kits B. Textbook C. Workbook D. School handbook E. Department handbook F. Handout sheets, such as brochures Show slide program “The Use of Machines for Professional Skin Care.” Distribute and collect student forms. Use these to make out their folders. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next day. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Welcome to the world of esthetics—professional skin care. I hope you are now taking the first step to an interesting and rewarding career. If you have any questions now or in the future, please do not hesitate to ask them. I, as well as your other instructors, will do our best to answer them.

2

EVALUATION (Leading Questions): 1. 2. 3. 4.

Why is attendance at all classes important? Why is it necessary to complete reading assignments in your textbooks? Why should an esthetician be physically fit? Discuss your reason for wanting to be an esthetician.

ASSIGNMENTS (to reinforce this lesson): 1. 2. 3. 4.

Discuss textbook and other materials. Explain study methods. Put identification on your equipment or other materials you will be using in class. Review workbooks and today’s notes, before the next class. Answer questions.

DISMISS CLASS

I N T R O D U C T I O N

Lesson Plan 1 Career Opportunities for Professional Estheticians TEXTBOOK REFERENCE: Introduction, pages xxvi-xxxvi. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand some of the professional fields that are related to cosmetology. 2. Know how to explore the many career opportunities that are open to licensed estheticians.

FACILITY TO BE USED: Classroom or lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment if program is to be used. Be sure equipment is set up and tested before classtime.

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Additional career preparation booklets, surveys, or other materials, if available

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. 2. 3. 4. 5.

Review outline of the lesson and lecture to be presented. Review the highlights of the textbook material. Review Questions (and Answers), topics for Discussion and Review at the end of the chapter. Review the workbook to be sure all subject matter is covered. Prepare any supplementary material that may be needed. Career booklets, surveys, charts, or other interesting materials.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Students should have read the Introduction to Milady’s Standard Textbook for Professional Estheticians.

MATERIALS STUDENTS MUST BRING TO CLASS: 1. 2. 3. 4.

Notebook and pen Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Materials from research of previous lesson, if required

3


MOTIVATION TO BE EMPLOYED: Students are looking forward to becoming a part of the world of work and are hoping for promising careers in the field of esthetics. They are motivated to do their best when they know that many career opportunities are available to licensed estheticians. Stress career opportunities and the satisfaction a professional esthetician has in his or her work.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Make school announcements. Employ Motivation. Discuss the previous lesson and review assignments. Review workbooks as needed. Lecture outline: A. Discuss the growing interest in skin care and the use of cosmetics. Use charts, illustrations, or the chalkboard to emphasize key points. B. Discuss special services that are offered by modern salons. C. Discuss the various areas of specialization in the cosmetology field. D. Discuss how professional estheticians can be of service in the medical field. E. Discuss Questions, topics for Discussion and Review. Show audiovisual program, if available. Pass out supplementary materials. Employ Evaluation (Leading Questions). Summarize (see Summary Statements).

SUMMARY STATEMENTS (Conclusions): The field of esthetics, a branch of cosmetology, offers many career opportunities to licensed estheticians. The work is satisfying, dignified, and lucrative, and it offers opportunities for professional growth in many related fields.

EVALUATION (Leading Questions): 1. Why is the field of esthetics such an important part of the cosmetology industry? 2. How does a license in esthetics pave the way to jobs in other fields?

ASSIGNMENTS (to reinforce this lesson): 1. Bring to class any articles from magazines or newspapers that are related to the field of esthetics or showing estheticians at work. 2. Complete workbook assignments.

DISMISS CLASS

4

C H A P T E R

1

Your Professional Image

Lesson Plan 1 Image Projection for the Professional Esthetician TEXTBOOK REFERENCE: Chapter 1, pages 1–13. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand the importance of the practice of personal and public hygiene. 2. Know how to practice hygiene in the salon for self-protection and protection of the public. 3. Know how to prevent fatigue and maintain good health habits in daily living.

FACILITY TO BE USED: Classroom or lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Slide projector, screen, and cassette tape player

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Additional grooming and personal hygiene booklets or other materials, if available

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review questions, topics for discussion, and review at the end of Chapter 1. 3. Review the answers to questions, topics for discussion, and review (Chapter 1) in the back of the textbook. 4. Review any extra materials that are to be given out.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 1, pages 2–4.

5



Notebook and pen Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Any career education materials or reports to follow up the previous lesson

MOTIVATION TO BE EMPLOYED: 1. The professional esthetician should be a living example of good health and good grooming. 2. Good health, impeccable grooming, and a professional appearance are requirements for successful estheticians. Without these basic assets, one can neither work efficiently nor enjoy the realization of one’s full potential in the field of esthetics. 3. Stress the importance of hygiene to public health. 4. Stress government responsibilities to preserve the health, welfare, and safety of its citizens.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

Take attendance. Make school announcements. Employ Motivation Discuss the previous lesson and complete assignments. Review workbooks, if needed. Lecture outline: A. Discuss the meaning of personal and public hygiene, and why it is important to the professional esthetician. B. Discuss hygienic rules of daily living and how to prevent fatigue. C. Discuss how thoughts and emotions influence body activities. D. Go over the personal cleanliness and good health check lists. Ask students to give themselves a check and to improve where it is needed. E. Discuss Questions, topics for Discussion and Review. 7. Pass out any supplementary booklets or other materials. 8. Employ Evaluation (Leading Questions). 9. Summarize (see Summary Statements).

SUMMARY STATEMENTS (Conclusions): 1. Personal and public hygiene must be practiced by professional estheticians in order to guard the esthetician’s health and that of clients who come to the salon. 2. Estheticians must be examples of good health, and this must show in their personal habits and grooming. The client will not have confidence in someone who is unable to set a good example by his or her own hygiene practices. Thoughts and attitudes are a part of image projection. 3. When you are in good health, rested, and well groomed, it will show in your behavior.

EVALUATION (Leading Questions):

6

1. Why is it important to practice good hygiene and grooming? 2. Why would it be difficult for a client to believe in an esthetician who has neglected his or her own skin care and good grooming?

ASSIGNMENTS: 1. Read Chapter 1, pages 4–7. 2. Complete workbook assignments. 3. Organize your grooming articles, working wardrobe, and plan to replenish items you need to maintain a well-groomed appearance. Such items might include shoe and clothing care items, toothbrushes, and a nail care kit.

DISMISS CLASS

C H A P T E R

1


Lesson Plan 2 Posture and Visual Poise TEXTBOOK REFERENCE: Chapter 1, pages 1–13. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to maintain good posture when standing, walking, and sitting. 2. Experience a sense of well-being and be able to combat fatigue when working. 3. Know how to make a good visual impression at all times.

FACILITY TO BE USED: Large classroom, auditorium, or mirrored personal development room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. 2. 3. 4. 5. 6.

Notebook and pen Practice clothes or leotards (optional) Slide projector, screen, and cassette tape recorder Small stage, pivot box, or stairway Regular chairs for sitting demonstration Carton or other item for lifting demonstration

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Supplementary printed material on posture, if available

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. 2. 3. 4.

Review outline of the lecture to be given. Review Chapter 1. Review Questions (and Answers), topics for Discussion and Review. Prepare and review any supplementary material to be given out (e.g., booklets, mimeographed sheets).

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Students should have read Chapter 1, pages 4–7.

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MATERIALS STUDENTS MUST BRING TO CLASS: 1. 2. 3. 4. 5.

Notebook and pen Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Any assignments from the previous lesson Practice clothes, if required, for the posture demonstration

MOTIVATION TO BE EMPLOYED: Stress the importance of good posture to a sense of well-being and improved personal appearance. The professional esthetician must create a good first impression when meeting clients and retain a lasting good impression. This is achieved by good posture and ease of movement. It is important to sit, stand, walk, and stoop correctly in order to prevent fatigue and to maintain a look of confidence. Internal organs function properly and clothes fit better when the habits of good posture are practiced daily.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

Take attendance. Make school announcements. Employ Motivation. Discuss the previous lesson and complete assignments. Review workbooks as needed. Lecture outline: A. Discuss the important points of good posture and visual poise. B. Demonstrate how correct standing prevents fatigue. C. Have students demonstrate the five defective body postures. D. Have students demonstrate the correct body posture. E. Have students line up (before a mirrored wall if available) and review the basic stance and posture correction rules. F. Have students demonstrate correct and incorrect sitting positions. G. Have students demonstrate correct and incorrect lifting techniques (use a carton or other object). H. Have students demonstrate correct and incorrect stooping techniques. I. Discuss hand and nail grooming for the professional esthetician. Stress the importance of well-groomed hands. Ask students to be prepared for a nail inspection that will be a part of the next lesson. J. Discuss the importance of foot comfort and care for the professional esthetician. K. Discuss Questions (and Answers), topics for Discussion and Review. 7. Pass out supplementary booklets or printed materials. 8. Employ Evaluation (Leading Questions). 9. Summarize (see Summary Statements).

SUMMARY STATEMENTS (Conclusions):

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1. The esthetician must create a good first impression that should make a lasting impression. 2. A professional esthetician must be at his or her best at all times. Good posture and dignified bearing help to impart a look of confidence, help to maintain health, and prevent fatigue. 3. When you know you look your best, your attitude and actions are more likely to project professionalism.

EVALUATION (Leading Questions): 1. Why does poor posture create a negative impression in the eyes of the client? 2. What happens to the human body when poor posture becomes a daily habit?

ASSIGNMENTS: 1. 2. 3. 4. 5. 6.

Read Chapter 1, pages 8–11. Review and practice this lesson. Complete workbook assignments. Bring practice clothes (if required). Groom hands and nails for nail inspection. Bring pictures from magazines that show examples of good and poor posture habits.

DISMISS CLASS

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1


Lesson Plan 3 Personality and Human Relations TEXTBOOK REFERENCE: Chapter 1, pages 1–13. Students should have reviewed this chapter before the lesson.

LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand and practice professional projection by the way he or she speaks, acts, and behaves. 2. Know how to overcome negative personality traits. 3. Know how to build positive interpersonal relationships with others.

FACILITY TO BE USED: Regular classroom TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: No equipment will be needed. PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Additional printed material, if available

VISUAL AND AUDIO AIDS (when available): 1. Select audiovisual aids if available and relevant to the subject matter of the lesson.

SPECIAL RESEARCH (for teachers): 1. 2. 3. 4. 5.

Review outline of lecture to be given. Review Chapter 1, Personality and Human Relations, and Voice and Conversation. Review Questions (and Answers), topics for Discussion and Review. Prepare and review any supplementary materials to be given out. Read any materials that may be relevant to the subject matter being presented in this lesson. See Bibliography in textbook.


MATERIALS STUDENTS MUST BRING TO CLASS: 1. Notebook and pen 2. Milady’s Standard Textbook for Professional Estheticians 3. Milady’s Standard Workbook for Professional Estheticians

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MOTIVATION TO BE EMPLOYED: A pleasing personality and manner of speaking are keys to a successful career as a professional esthetician. Without these assets, good workmanship may be overlooked and business may suffer. Attitude has a great deal to do with personality and smooth relationships with others. Attitude influences your likes and dislikes, and your response to people, events, and things. People develop their personalities according to the way they meet everyday problems. Both the good and the bad situations that affect peoples’ lives can be used to strengthen their personalities.


Take attendance. Make school announcements. Employ Motivation. Review workbooks as needed. Discuss the previous lesson and complete assignments. Teachers please note: If practical review of posture is needed, it may be done at this time or following the completion of this lesson. 6. Lecture outline: A. Discuss what has been learned about posture correction and professional projection as applied to professional estheticians. B. Discuss desirable qualities the professional esthetician should cultivate. These are: attitude and self-discipline, emotional stability, and such traits as a sense of humor and graciousness of manner. C. Discuss the importance of a pleasant voice and the use of correct English. D. Discuss the importance of tonal quality of the voice. E. Discuss topics to discuss and topics to avoid in conversations with clients. F. Discuss how to acquire conversational ease. G. Discuss behavioral traits the esthetician should avoid. H. Discuss ways to make every client feel like a VIP (very important person). I. Discuss Questions, topics for Discussion and Review. 7. Employ Evaluation (Leading Questions). 8. Summarize (see Summary Statements).

SUMMARY STATEMENTS (Conclusions): It is necessary for the professional esthetician to be aware of his or her attitudes and behavior patterns. Personality problems often affect the harmony of relationships personally, socially, and on the job. It is up to the individual to give himself or herself a personal evaluation to determine where improvement may be helpful. The evaluation also helps the individual to recognize his or her stronger assets.


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1. Why is it to the esthetician’s benefit to be in control of such emotions as anger and disappointment when in the presence of clients? 2. Why is it important to be cautious of topics you discuss with a client? 3. What makes the client’s first impression of the salon a lasting impression? 4. Why must all clients and visitors to the salon be treated as VIPs?

ASSIGNMENTS: 1. Review and practice what you have learned in this lesson. 2. Use a notebook or separate sheet of paper to list all the good qualities you think you possess. List all the negative traits you think you possess and ways you might improve your personality and human relations. Set some short-term goals to be achieved in a few weeks or a few months. Set some long-term goals to be achieved within six months to a year or longer. 3. Read Chapter 1, pages 11–12. 4. Complete any workbook assignments.

DISMISS CLASS

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Lesson Plan 4 Professional Ethics TEXTBOOK REFERENCES: Chapter 1, pages 1–13. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand and be able to practice professional ethics when dealing with clients, employers, and co-workers. 2. Know the meaning of professional standards as practiced in the field of esthetics and cosmetology. 3. Understand and practice the rules, laws, and regulations governing esthetics as a branch of the cosmetology industry.

FACILITY TO BE USED: Regular classroom TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: No equipment will be needed. PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Printed material, if available

VISUAL AND AUDIO AIDS (when available): 1. Select available audiovisual aids if available and relevant to the subject matter of the lesson.

SPECIAL RESEARCH (for teachers): 1. 2. 3. 4. 5.

Review outline of lecture to be given. Review Chapter 1, Your Professional Image. Review Questions (and Answers), topics for Discussion and Review. Prepare and review any supplementary materials to be given out. Read additional materials that may be relevant to the subject matter being presented in this lesson plan. See Bibliography in textbook.


MATERIALS STUDENTS MUST BRING TO CLASS: 1. Milady’s Standard Textbook for Professional Estheticians 2. Notebook and pen 3. Milady’s Standard Workbook for Professional Estheticians

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MOTIVATION TO BE EMPLOYED: Ethics deals with the study of philosophy of human conduct with emphasis on the determination of right and wrong. Living by standards of good ethics will assure that you are doing what is right as an esthetician, personally, socially, and in business. The practice of good ethics will be the foundation upon which you will build your reputation and insure your future.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

Take attendance. Make school announcements. Employ Motivation. Review workbooks as needed. Discuss the previous lesson and complete assignments. Lecture outline: A. Define and discuss the meaning of ethics as applied to the field of esthetics. B. Discuss the practice of ethics in the salon. C. Discuss some of the questionable practices and extravagant claims that violate the rules of good ethics. D. Discuss ways you can make clients like you and feel more at ease in the salon. E. Discuss suggestions that help to lay the foundation for a successful career as an esthetician. F. Discuss what the professional esthetician must avoid. G. Discuss and review laws, rules, and regulations governing esthetics and the entire field of cosmetology. H. Discuss and review the duties of state licensing members and inspectors. 7. Employ Evaluation (Leading Questions). 8. Summarize (see Summary Statements).

SUMMARY STATEMENTS (Conclusions): 1. The practice of ethics and living up to standards required of professional estheticians is the best insurance that you will have a successful career. 2. Estheticians who practice professional conduct and high moral principles gain the confidence of clients, employers, and co-workers. A good reputation is a lifetime investment.

EVALUATION (Leading Questions): 1. Why is it as important to be aware of and practice professional ethics as it is to know job skills? 2. Why is it necessary to understand laws, rules, and regulations governing esthetics and cosmetology?

ASSIGNMENTS:

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1. Review and practice what you have learned in this lesson. 2. If possible, make an appointment to visit a salon to have a facial treatment or other service so that you can observe ethics in practice. 3. Read Chapter 2, pages 14–23. 4. Complete any workbook assignments.

DISMISS CLASS

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2

A History of Skin Care and the Use of Cosmetics

Lesson Plan 1 A Historical Overview of Skin Care and Cosmetics TEXTBOOK REFERENCE: Chapter 2, pages 14–23. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how cosmetics were used from ancient times to modern day. 2. Know the importance people have always placed on cosmetics in the maintenance of the health and attractiveness of the skin, hair, nails, and the entire body. 3. Be able to compare differences between grooming practices from times past with those of modern day. 4. Be able to see how the history of skin care and the use of cosmetics gives us insight into possibilities for the future.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Slide projector, screen, cassette tape player

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians


Review outline of lecture to be presented. Review important material such as the introduction to the history of skin care and makeup. Review Questions and Answers for Discussion and Review following each chapter. Examine workbook; make sure material is covered in the lesson plan. Prepare any supplementary material that may be needed.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: Students should have read all of Chapter 2, A History of Skin Care and the Use of Cosmetics


MOTIVATION TO BE EMPLOYED: 1. Stress the importance of the history of skin care to understanding modern cosmetic practices. 2. Compliment students on their appearance and individuality when possible. 3. Appeal to students’ sense of creativity.

LESSON OUTLINE: 1. 2. 3. 4.

5. 6. 7. 8. 9.

Take attendance. Make school announcements. Employ Motivation. Discuss the various highlights of A History of Skin Care and the Use of Cosmetics. A. Introduction to the subject. B. The use of color in ancient cosmetics. C. The various practices of different peoples around the world. D. Discuss various periods in history and interesting cosmetic practices. Discuss differences in attitudes about personal grooming through the years. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Discuss the Questions and Answers for Discussion and Review, following Chapter 2. Dismiss class.

SUMMARY STATEMENTS (Conclusions): This lesson has shown us that people have always placed great emphasis on health and good grooming. We have seen how some of the ancient practices have survived to the present day. Changing our appearance is a part of fashion. People become tired of sameness and constantly look for new ideas in makeup, hairstyling, dress, and in their surroundings.

EVALUATION (Leading Questions): 1. What do you predict will be the fashions of the future? 2. Can you think of other unusual grooming practices of the past that have been adopted by people of today?

ASSIGNMENTS (to reinforce this lesson):

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1. Try to find at least four examples of different dress and grooming habits. You may collect pictures from magazines, use photographs, or bring actual costumes or examples to class. There will be a short review of what we have learned in this lesson. 2. Complete any work that is to be done in your workbook.

DISMISS CLASS Teachers: Please note that the number of hours required to complete a course in esthetics (skin care) may vary from one state to another. For this reason, the teacher must determine how much time can be spent on the subjects included in this course of study. For example, A History of Skin Care and the Use of Cosmetics is a fascinating study that can be enjoyed for many lessons. However, when time is limited, the main objectives can be covered in class and students given additional independent study and project assignments.

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3

Bacteriology

Lesson Plan 1 Understanding Bacteriology TEXTBOOK REFERENCE: Chapter 3, pages 24–34. LESSON OBJECTIVE: At the conclusion of this lesson, students will: 1. Understand the importance the science of bacteriology has to the study of esthetics. 2. Know the types and classification of bacteria, how bacteria grow, and how the body is defended against disease. 3. Know how disease can be spread and how the spread of harmful bacteria can be prevented.

FACILITY TO BE USED: Regular classroom or laboratory TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Equipment for showing of audiovisuals



Review outline of lecture to be given. Review Chapter 3, Bacteriology. Review Questions (and Answers), topics for Discussion and Review. Prepare and review any supplementary printed materials to be given out. Read additional material that may be relevant to the subject matter being presented in this lesson. See Bibliography in textbook. 6. If a laboratory is available, you may arrange to have students view samples of harmless bacteria under a microscope. Most students will have had biology in high school.



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MOTIVATION TO BE EMPLOYED: Bacteriology is the branch of biology that deals with the study of microorganisms. The esthetician studies bacteriology in order to understand the importance of sterilization and sanitation as applied to esthetics, which is a part of cosmetology. The state board of cosmetology and the health departments of all states require the application of sanitary measures while serving the public. The study of bacteria will give us a better understanding of what is happening in the microscopic world around us, especially as it relates to our work in the salon.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

Take attendance. Make school announcements. Employ Motivation. Review workbooks as needed. Discuss what was learned from the previous lesson and assignment. Lecture outline: A. Define and discuss the meaning of bacteriology. 1. Types of bacteria 2. Nonpathogenic 3. Pathogenic B. Bacteria infections. 1. Contagious disease 2. How infections spread 3. How infections are prevented 4. Methods of destroying bacteria C. Other sources of infection. 1. Animal 2. Plant 7. Employ Evaluation (Leading Questions). 8. Summarize (see Summary Statements).

SUMMARY STATEMENTS (Conclusions): Bacteria are both beneficial and detrimental to people. Knowing the difference may help you avoid unnecessary problems in the salon.


Are all bacteria harmful? Explain. Where do we find bacteria and how are bacteria destroyed? How does the body defend itself against invasion of disease? What should the esthetician do when a client is obviously suffering a disease that may be contagious?

ASSIGNMENTS:

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1. Review all of Chapter 3, Bacteriology, and be able to identify distinct forms and shapes of pathogenic bacteria. 2. Complete workbook assignments.

DISMISS CLASS

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3

Bacteriology

Lesson Plan 2 Classification of Pathogenic Bacteria TEXTBOOK REFERENCE: Chapter 3, pages 24–34. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the classifications of pathogenic bacteria. 2. Know how diseases are caused by pathogenic bacteria.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pens 2. Equipment for showing audiovisual aids if they are to be used


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. 2. 3. 4. 5. 6.

Review outline of lecture to be given. Review Chapter 3, Bacteriology. Select audiovisuals that are relevant to the lesson. Review Questions, topics for Discussion and Review. Review answers to Questions, topics for Discussion and Review. Read additional material that may be used with the subject matter to be presented. See Bibliography in textbook.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 3, pages 24–34. Students should have reviewed Chapter 3, Bacteriology.


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MOTIVATION TO BE EMPLOYED: Today’s lesson on bacterial growth and infections will help to enforce our knowledge of why sterilization and sanitation are necessary in the salon.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10. 11. 12.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Complete assignments, if necessary. Employ Motivation (above). Lecture outline: A. Review basic information about bacteria, if necessary. B. Review Classifications of Pathogenic Bacteria. C. Review bacterial growth. 1. Conditions favorable to growth 2. Conditions unfavorable to growth D. Bacterial infection. 1. Local infection 2. General infection 3. Sources of infection E. Discuss the meaning of immunity. Use audiovisuals (slides or transparencies) in conjunction with lecture. Discuss Questions (and Answers), topics for Discussion and Review. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment. Dismiss class.

SUMMARY STATEMENTS (Conclusions): We are studying bacteria and bacterial infections to make us more aware of why, when dealing with the public, we must utilize those practices that are likely to eliminate the spread of disease.

EVALUATION (Leading Questions): 1. How vulnerable to infection do you think a client is as a result of a salon service? 2. How many ways do you think bacteria could cause infections if precautions were not observed in the salon?

ASSIGNMENTS: 1. Think of one incident of infection in your personal life. Be prepared to explain how you think it might have been prevented. 2. Read Chapter 4, pages 35–51.

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DISMISS CLASS

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4

Sterilization, Disinfection, and Safety in the Salon

Lesson Plan 1 General Methods of Sterilization and Disinfection TEXTBOOK REFERENCE: Chapter 4, pages 35–51. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know methods of sterilization and disinfection. 2. Know the advantages and disadvantages of each method of sterilization and disinfection. 3. Be able to apply the knowledge learned in this lesson to his or her work as a professional esthetician.

FACILITY TO BE USED: Lecture room or laboratory if demonstrations are to be included in this lesson. TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Equipment for demonstrations if included in this lesson. Teachers please note: When the school has a laboratory, students should prepare solutions and disinfect items as required in a salon. The teacher should be sure that the various items needed for the laboratory are obtained and organized before the lesson.

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Supplementary material

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Chapter 4, Sterilization, Disinfection, and Safety in the Salon. 3. Obtain a copy of your state’s sterilization and sanitation regulations for each student, or prepare a handout sheet containing the regulations of your state. 4. Review Questions (and Answers), topics for Discussion and Review.

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5. Review audiovisual programs to be used during the lesson. 6. Review supplementary material. See Bibliography in textbook.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 4, Sterilization, Disinfection, and Safety in the Salon.


MOTIVATION TO BE EMPLOYED: Sterilization and disinfection are of practical importance to the esthetician because they deal with methods used to either prevent the growth of germs or destroy them entirely. State laws and governmental agencies require that strict sanitation procedures be observed in the salon.

LESSON OUTLINE: 1. Take attendance. 2. Make necessary school announcements. 3. Give quiz on previous lesson, if necessary. Students were to report on some type of infection they may have experienced and how it might have been prevented. 4. Employ Motivation (above). 5. Lecture outline: A. Introduction to sterilization and disinfection practices B. Definitions pertaining to sanitation C. Methods of sterilization and sanitation a) Physical methods Boiling and steaming—advantages and disadvantages Baking—advantages and disadvantages b) Chemical methods Antiseptics—advantages and disadvantages Disinfectants—advantages and disadvantages D. Discuss sterilization and disinfection methods most commonly required in a salon. a) Safety precautions b) Disinfecting rules c) Importance of disinfection to prevent spread of infection d) Sanitary rules to be observed in the salon 6. Discuss Questions (and Answers), topics for Discussion and Review. 7. Employ Evaluation (Leading Questions). 8. Summarize (see Summary Statements). 9. Give assignment. 10. Dismiss class.

SUMMARY STATEMENTS (Conclusions): By following your state’s sterilization and disinfection regulations, you are protecting your clients, your salon, and yourself from unnecessary problems that could arise from the spread of infection.

EVALUATION (Leading Questions): 1. What causes the spread of infection in a salon and how can it be prevented? 2. What are the consequences of the failure to practice sterilization and disinfection in a salon?

ASSIGNMENTS: 1. Review all notes and all of Chapter 4. 2. Complete workbook assignments. 3. Be prepared to participate in a demonstration of sanitation and sterilization practices in a salon.

DISMISS CLASS

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4

Sterilization, Disinfection, and Safety in the Salon

Lesson Plan 2 Practical Application of Sterilization and Disinfection TEXTBOOK REFERENCE: Chapter 4, pages 35–51. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the best methods of sterilization and disinfection to use in the salon. 2. Know why these methods are successful. 3. Know how to sterilize and sanitize various items used in the salon.

FACILITY TO BE USED: Laboratory or other appropriate room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Materials and equipment for demonstrations 3. Audiovisual equipment if audiovisual programs are to be used as part of this lesson

PRINTED MATTER: 1. 2. 3. 4.

Milady’s Standard Textbook for Professional Estheticians Notebook and pen Milady’s Standard Workbook for Professional Estheticians Supplementary material


Review the outline of the lecture. Review Chapter 4. Review Questions (and Answers), topics for Discussion and Review. Prepare any handout material that is to be included in the lesson. Prepare items for demonstration. Prepare audiovisuals if they are to be used.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 4, Sterilization, Disinfection, and Safety in the Salon. 2. Review notes.

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Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook and pen Any additional material, such as state board rules and regulations.

MOTIVATION TO BE EMPLOYED: Proper sterilization and disinfection can be a leading factor in your future success. This practice is the basis of true professionalism. Clients will soon avoid a salon that employs estheticians who ignore sound rules of sanitation and sterilization.


6. 7. 8. 9. 10. 11. 12.

Take attendance. Give quiz on previous lesson, if necessary. Review workbook and handout materials, if scheduled. Employ Motivation (above). Lecture outline: Review disinfection and sterilization. Demonstrate methods of disinfection and sterilization. Allow students to participate in the preparation of items to be sterilized. A. Methods of disinfection a) Types of containers 1. wet 2. dry b) Types of solution c) Disinfection procedures B. Specific disinfectants C. Specific antiseptics D. Disinfectants and antiseptics recommended by the state board of cosmetology Proceed with laboratory work and demonstrations as necessary. Show where supplies are kept in the school. Use visual aids. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give the next assignment. Dismiss class.

SUMMARY STATEMENTS (Conclusions): By developing a sense of duty and order you will automatically do the right thing when you go to work in a salon. Always remember the importance of sterilization and disinfection to yourself, your co-workers, and your clients.


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1. Would you want to work in a salon where proper rules of disinfection are not practiced? Why not? 2. If you were the client and an unsanitized article were to be used during a facial treatment, what would you do?

ASSIGNMENTS: 1. Write an essay on the sanitary procedures you would insist upon if you were a salon owner. 2. Read all of Chapter 5, Cells, Anatomy, and Physiology.

DISMISS CLASS

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5

Cells, Anatomy, and Physiology

Lesson Plan 1 Cells TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Know the composition of a cell and how it functions. Know what tissues are and how they function. Know why the study of cells, metabolism, and body systems is important to the esthetician. Know the different systems of the body and basic functions of each system. Understand the relationship of cells, tissues, organs, and systems to each other.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. 2. 3. 4.

Notebook Blue pen for notes and red pen for marking papers Charts to aid in teaching body systems Audiovisual equipment if visual aids are to be used


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Prepare charts and audiovisual teaching aids. Preview audiovisual programs for continuity of subject matter.


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MATERIALS STUDENTS MUST BRING TO CLASS: 1. Notebook and pen 2. Milady’s Standard Workbook for Professional Estheticians 3. Milady’s Standard Textbook for Professional Estheticians

MOTIVATION TO BE EMPLOYED: It is important to your success as an esthetician to understand basic units that make up the parts of the body and how these units function.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Make necessary school announcements. Collect essay papers on sterilization and disinfection. Review workbook, if necessary. Employ Motivation (above). Lecture outline: A. Cells (show slides and/or film). a) Structure of the cell b) Cell growth and production c) Metabolism B. Tissues a) Connective b) Muscular c) Nerve d) Epithelial e) Liquid C. Organs of the body D. Systems a) Skeletal b) Muscular c) Nervous d) Circulatory e) Endocrine f) Excretory g) Respiratory h) Digestive i) Reproductive Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignments. Dismiss class.


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The esthetician who has a thorough understanding of the basic units of the human body will know how to properly care for the areas of the body that require his or her skills.

EVALUATION (Leading Questions): 1. What is a cell? 2. Why do we study cells, metabolism, and body systems?

ASSIGNMENTS: 1. Review Chapter 5, pages 57–59.

DISMISS CLASS Note: When planning lessons, the teacher may feel that additional hours are needed to present a topic thoroughly. Each teacher should follow the hourly requirements for his or her specific state boards. The use of charts and audiovisual teaching aids will provide additional interesting and entertaining concepts to extend the study of cells, metabolism, and body systems.

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Lesson Plan 2 The Skeletal System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the composition and function of the bones of the head, face, neck, chest, shoulder, arm, and hand.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment for showing slides, transparencies, or films 3. Anatomy and physiology charts


VISUAL AND AUDIO AIDS (when available) 1. Wall Charts a. “Bones of the Head and Face” b. “Muscles of the Face, Head and Neck” c. “Nerves of the Head, Face and Neck” d. “Circulation of the Blood” e. “Motor Points of the Face” f. “Anatomy of the Hand and Arm”

SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Prepare audiovisual teaching aids if they are to be used in conjunction with this lesson. Note: When there is a large selection of teaching aids available, the teacher may wish to take time to preview selections to be used in several classes. 4. Prepare additional photographs or reference materials that may be relevant to the lesson.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 5, pages 57–59. 2. Bring any photographs or illustrations to class that might help to reinforce the lesson on skin disorders. 3. Milady’s Standard Workbook for Professional Estheticians.

MOTIVATION TO BE EMPLOYED: When giving a facial treatment or massage, the esthetician must know the anatomy of the area he or she is treating. This knowledge is essential to knowing the right amount of pressure to be applied to various parts of the face.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz or complete assignments from previous lesson. Review notebook work, if necessary. Review Questions, topics for Discussion and Review. Employ Motivation (above). Lecture outline: A. Introduction to human anatomy. Using charts, review the following: a. Bones of the skull (cranium and facial) b. Bones of the neck c. Bones of the chest d. Bones of the shoulder, arm, and hand Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): When you know the anatomy of the areas where treatments are to be given you are more aware of the benefits to the client. You will also know how to assure the client’s comfort and well-being. Understanding human anatomy and the functions of the body builds confidence in your abilities.

EVALUATION (Leading Questions): 1. Why is it important for the esthetician to study basic human anatomy? 2. Where are the following located: A. Frontal bone B. Occipital C. Parietal 3. Define phalanges. 4. How many bones are found in the: A. Wrist B. Palm C. Finger

ASSIGNMENTS (to reinforce this lesson): 1. Review Chapter 5, pages 59–64.

DISMISS CLASS

C H A P T E R

5


Lesson Plan 3 The Muscular System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the parts of the muscular system. 2. Know the function of the different muscles. 3. Understand more thoroughly the reason the esthetician must know human anatomy in order to give massage treatments.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment, if needed 3. Anatomy and physiology charts, if they are to be used.



Review outline of the lecture to be presented. Review Questions (and Answers), topics for Discussion and Review. Prepare and preview audiovisual teaching aids. Prepare and preview any supplementary printed material to be used with this lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 5, pages 59–64.

MATERIALS STUDENTS MUST BRING TO CLASS: 1. Notebooks and pens 2. Milady’s Standard Textbook for Professional Estheticians 3. Milady’s Standard Workbook for Professional Estheticians

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MOTIVATION TO BE EMPLOYED: Massage is a part of most facial treatments, and facial (and other) massage will be more beneficial if the esthetician knows the structure and function of the muscles of the face, neck, and other areas where massage is given.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz or discuss assignments from the previous lesson. Review Questions (and Answers), topics for Discussion and Review. Review workbooks, if necessary. Employ Motivation (above). Lecture outline (use audiovisual aids, if scheduled). A. Discuss the principal muscles of the face. B. Discuss other muscles the esthetician must consider when giving a massage. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment. Dismiss class.

SUMMARY STATEMENTS (Conclusions): By giving massage correctly you will project the professional image so important to success as an esthetician. Your knowledge and skill will help you to build a following of clients for your salon.

EVALUATION (Leading Questions): 1. Why is it important to be able to give a professional massage? 2. Name the muscles affected by facial massage. 3. Explain what is happening to the facial muscles during massage.


DISMISS CLASS

C H A P T E R

5


Lesson Plan 4 The Nervous System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand the importance of the nervous system. 2. Be familiar with the parts of the nervous system and know the functions of each part. 3. Understand how the nervous system is affected by massage and other treatments.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment and charts if to be used in conjunction with this lesson.



Review outline of the lecture to be presented. Review Questions (and Answers), topics for Discussion and Review. Review and select audiovisual teaching aids and charts. Prepare equipment needed to present the lesson.


MATERIALS STUDENTS MUST BRING TO CLASS: 1. Notebook and pens 2. Milady’s Standard Textbook for Professional Estheticians 3. Milady’s Standard Workbook for Professional Estheticians

29


MOTIVATION TO BE EMPLOYED: The nervous system is one of the most important systems of the body. The nervous system controls and coordinates all other systems of the body.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Make school announcements. Give quiz on previous lesson, if scheduled. Review Questions (and Answers), topics for Discussion and Review. Employ Motivation (see above). Lecture outline (Use audiovisual aids and charts during lecture): A. Show audiovisual program B. Introduction to the nervous system C. Divisions of the nervous system D. Cerebrospinal nervous system E. Peripheral system F. Sympathetic nervous system G. Types of nerves H. Nerve reflex I. Brain and spinal cord J. Fatigue K. Stimulation L. Summary—The importance of the study of the nervous system to the practice of esthetics Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): In this chapter we are learning some of the basic functions of the nervous system so that we are able to understand how facial treatments (massage, packs) affect the nerves. Facial treatments should be calming, soothing, and relaxing to the nerves.

EVALUATION (Leading Questions): 1. Discuss the importance of the nervous system. 2. Name the parts of the nervous system, and describe the function of each part. 3. Why is the study of the nervous system so important to the practice of esthetics (skin care)?


DISMISS CLASS

30

C H A P T E R

5


Lesson Plan 5 The Cranial Nerves TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Be familiar with the cranial nerves. Know the location and function of the cranial nerves. Know the name and location of the spinal nerves. Know the name and location of the nerves of the arm and hand. Know the reason estheticians must be familiar with the location and function of these nerves.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment and charts



Review outline of lecture to be presented. Review Questions (and Answers), topics for Discussion and Review. Review audiovisual teaching aids and charts. Prepare equipment needed to present the lesson.



31


MOTIVATION TO BE EMPLOYED: The information covered in this portion of the study of the human system rounds out the knowledge you will need as a professional esthetician. Questions about body systems and especially about the human nervous system may appear on state board examinations or they may come up in a salon. You should be able to answer these questions correctly and with confidence.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Make school announcements. Give quiz on previous lesson, if scheduled. Review workbook, if necessary. Employ Motivation (above). Lecture outline: A. Show audiovisuals or use charts. B. The cranial nerves are named numerically. Discuss the functions of the first through the twelfth cranial nerves. C. Discuss the major nerves of interest to the esthetician. D. Discuss the nerves of the arm and hand. E. Summarize the importance of the nerves to the esthetician’s work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): There are twelve cranial nerves and each one controls a different function of the body. The more you know about the human body the more knowledgeable you will be when discussing a salon service with a client.


What are the twelve cranial nerves? Where are the cranial nerves located? Explain the function of each of the cranial nerves. Which of the cranial nerves are most important to the esthetician?


DISMISS CLASS

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C H A P T E R

5


Lesson Plan 6 The Circulatory System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know the major parts of the blood vascular system and understand their functions. Understand how blood circulates in the body. Know the major parts of the lymph vascular system and understand their functions. Understand why it is important for the esthetician to study the human circulatory system.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment and charts



Review outline of lecture to be presented. Review Questions (and Answers), topics for Discussion and Review. Review audiovisual teaching aids and charts to be used in conjunction with this lesson. Prepare equipment and materials needed to present the lesson.



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MOTIVATION TO BE EMPLOYED: The circulatory or vascular system is vitally related to the maintenance of the health of the entire body. The heart is the efficient pump that keeps the blood circulating throughout the body. The body obtains its nourishment from the bloodstream, which is nourished by the food we eat, the liquids we drink, and the air we breathe. The health of the skin, hair, and nails is directly related to the nourishment the body receives. Therefore, the esthetician must be aware of the importance of the diet to the health of the client’s skin.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Give quiz on previous lesson, if scheduled. Discussion Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Lecture outline: A. Use selected audiovisual aids and charts in conjunction with the lecture. B. Introduction to the vascular system. C. Discuss the function of the heart. a. Structure b. Flow of blood D. Discuss blood vessels. E. Discuss the circulation of the blood. a. Color and composition b. Chief functions F. Discuss the lymph vascular system. G. Summary information. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Proper circulation of the blood is important to maintaining the health and beauty of the skin. Understanding the circulatory system adds to the esthetician’s knowledge and ability when giving facial treatments.


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Name the major parts of the blood vascular system and explain their functions. Describe the circulation of the blood. Name the major parts of the lymph vascular system and explain their functions. How does increased blood circulation benefit the health and appearance of the skin?

ASSIGNMENTS: 1. Read Chapter 5, pages 73–74. 2. Complete workbook assignment, if required.

DISMISS CLASS

C H A P T E R

5


Lesson Plan 7 Arteries and Veins of the Head, Face, and Neck TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Be familiar with the name, location, and function of the arteries of the head, face, and neck that are of interest to the esthetician. 2. Be familiar with the name, location, and function of the veins of the head, face, and neck that are of interest to the esthetician.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Equipment for showing audiovisual teaching aids.


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Prepare audiovisuals and wall chart for viewing.


35



MOTIVATION TO BE EMPLOYED: Having some basic knowledge of the arteries and veins of the head, face, and neck gives you a better understanding of how the blood circulates in those areas. This knowledge is essential to giving facial treatments and facial massage.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if scheduled. Review workbook, if necessary. Discussion Questions (and Answers), topics for Discussion and Review. Employ Motivation (above). Lecture outline (show appropriate audiovisuals and use wall chart during lecture): A. Introduction to the arteries of the head, face, and neck B. Facial artery C. Superficial temporal artery D. Supraorbital artery E. Infraorbital artery F. Occipital artery G. Posterior auricular artery H. Veins of the head, face, and neck Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The professional esthetician understands how the human body functions and is especially knowledgeable about those areas of the body upon which he or she performs a service. Confidence in one’s own knowledge and skills creates confidence on the part of the client.

EVALUATION (Leading Questions): 1. Name, describe the location of, and give the function of each of the main arteries of the head, face, and neck. 2. Name, describe the location of, and give the function of each of the main veins of the head, face, and neck.

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ASSIGNMENTS: 1. Review Chapter 5, page 74.

DISMISS CLASS

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5


Lesson Plan 8 Blood Supply for the Arm and Hand TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the name, location, and function of the arteries and veins of the arm and hand.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment and chart


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Prepare audiovisual program and wall chart for viewing. 3. Review Questions (and Answers), topics for Discussion and Review.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 5, page 74.


MOTIVATION TO BE EMPLOYED: Knowing how the blood circulates in the arm and hand will help you to know how to massage those areas when it will be beneficial to the client.

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LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz from previous lesson, if necessary. Review workbooks, if necessary. Review Questions (and Answers), topics for Discussion and Review. Employ Motivation (see previous page). Lecture outline: A. Discuss the arteries of the arm and hand. B. Discuss the veins of the arm and hand. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The arteries and veins circulate blood to the arm and hand. When properly applied, massage can be beneficial in promoting improved circulation in the arm and hand.

EVALUATION (Leading Questions): 1. Name, describe the location of, and give the main function of each of the main arteries of the arm and hand. 2. Name, describe the location of, and give the function of each of the main veins of the arm and hand.


DISMISS CLASS

C H A P T E R

5


Lesson Plan 9 The Endocrine System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Be familiar with the two main sets of glands and know the function of each. 2. Understand why it is necessary for the esthetician to study the function of the duct and ductless glands.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment or charts, if needed


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review.



MOTIVATION TO BE EMPLOYED: The secretions of the glands have a great effect on the skin and skin problems. Therefore, the esthetician should be familiar with the glands and their functions.

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LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if scheduled. Review Questions (and Answers), topics for Discussion and Review, if necessary. Check workbooks, if necessary. Employ Motivation (see previous page). Lecture outline: A. Discuss the duct glands. B. Discuss ductless glands. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignments. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Glands and their secretions play an important role in maintaining healthy skin. Understanding how these glands function will help the esthetician to have more confidence in performing services in the salon.

EVALUATION (Leading Questions): 1. Why is an understanding of the duct glands important to the esthetician? 2. Describe the ductless glands and explain why they are important to the esthetician.

ASSIGNMENTS: 1. Review Chapter 5, pages 76.

DISMISS CLASS

C H A P T E R

5


Lesson Plan 10 The Excretory System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the names and functions of the major parts of the excretory system. 2. Understand why the esthetician should be familiar with the body systems and their functions.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Equipment for showing audiovisual aids and/or charts


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 5, pages 76. 2. Complete workbook assignments, if necessary.


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MOTIVATION TO BE EMPLOYED: Improper elimination of waste from the body causes problems for the skin. The esthetician should be aware of the importance of the functioning of the excretory system and be able to advise the client about skin problems that may be caused by improper elimination.


6. 7. 8. 9.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Employ Motivation (above). Lecture outline: A. Introduction. B. Discuss the functions of the kidneys. C. Discuss the functions of the liver. D. Discuss the functions of the intestines. E. Discuss the functions of the lungs. F. Discuss the importance of body functions to healthy skin. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignments for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Regular elimination of waste from the body is important to the health and appearance of the skin. Anyone with unusual or irregular habits of elimination should consult a physician. The client should be advised that a well-balanced diet and drinking plenty of water help to keep the organs functioning properly.


Name the major parts of the excretory system. What are the functions of each part? How is the skin affected by habits of poor elimination? What should the client do if poor elimination is causing skin problems?


DISMISS CLASS

42

C H A P T E R

5


Lesson Plan 11 The Respiratory System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Name, describe the location, and give the function of the major parts of the respiratory system. 2. Be familiar with costal (shallow) and abdominal breathing. 3. Understand the reasons the esthetician should understand the functions of the respiratory system.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Equipment for showing audiovisual aids or charts

PRINTED MATTER: 1. Milady’s Standard Workbook for Professional Estheticians 2. Milady’s Standard Textbook for Professional Estheticians

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Preview transparencies or other audiovisual aids to be used in conjunction with this lesson. 3. Review Questions (and Answers), topics for Discussion and Review.



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MOTIVATION TO BE EMPLOYED: The respiratory system controls breathing, which is essential to life. The quality of the air in a salon should be important to a salon owner because it affects clients as well as employees. Clients should understand that fresh air aids the circulation of blood to the surface of the skin and helps to keep the entire body healthy.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Take attendance. Make necessary school announcements. Give quiz on previous lesson. Employ Motivation (above). Lecture outline: A. Use transparencies or other audiovisual teaching aids during the lecture. B. Discuss the respiratory system and breathing. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Since the respiratory system is basic to life itself, the esthetician should have an understanding of how this system works.

EVALUATION (Leading Questions): 1. Name and give the location and function of the major parts of the respiratory system. 2. Discuss costal and abdominal breathing. 3. Why is fresh air important to the health and attractiveness of the skin?


DISMISS CLASS

C H A P T E R

5


Lesson Plan 12 The Digestive System TEXTBOOK REFERENCE: Chapter 5, pages 52–79. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the location and function of the digestive system. 2. Know the parts of the digestive system. 3. Understand why the esthetician should know the parts and functioning of the digestive system.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Equipment for showing audiovisual teaching aids


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review charts, transparencies, or other audiovisual aids to be used with this lesson. 3. Review Questions (and Answers), topics for Discussion and Review.



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46

MOTIVATION TO BE EMPLOYED: The digestive system affects our general health and therefore the condition of the skin. The client should understand that good digestion plays a part in maintaining the health and attractiveness of the skin.


6. 7. 8. 9.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Employ Motivation (above). Lecture outline: A. Introduction to the digestive system. B. Discuss the mouth and esophagus. C. Discuss the stomach. D. Discuss the large and small intestines. E. Summary. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): How our food is digested affects our general health. As estheticians who are interested in our client’s health and appearance, we should have a basic understanding of the digestive system.

EVALUATION (Leading Questions): 1. Give the location of the digestive system and explain its functions. 2. Name the parts of the digestive system and explain the function of each part.

ASSIGNMENTS: 1. Read all of Chapter 6, Physiology and Histology of the Skin.

DISMISS CLASS

C H A P T E R

6

Physiology and Histology of the Skin

Lesson Plan 1 Composition and Structure of the Skin TEXTBOOK REFERENCE: Chapter 6, pages 80–96. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the composition and structure of the skin. 2. Know the functions of the structure of the skin.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Charts to teach composition of the skin (wall charts for histology of the skin, hair, and glands and three-dimensional skin model) (Milady) 3. Audiovisual equipment, if needed


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Preview audiovisuals and charts to be used in conjunction with the lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read all of Chapter 6. 2. Complete work in notebook, if necessary.

47


MATERIALS STUDENTS MUST BRING TO CLASS: 1. Notebook and pen 2. Milady’s Standard Workbook for Professional Estheticians 3. Milady’s Standard Textbook for Professional Estheticians

MOTIVATION TO BE EMPLOYED: The health and appearance of the skin depend upon the care it is given, and the scientific study of the skin is of particular importance to the esthetician. The knowledge gained from the study of this chapter enables the esthetician to serve the client’s needs with confidence.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if scheduled. Review workbook, if necessary. Employ Motivation (above). Lecture outline (use audiovisual aids during the lecture, if desired): A. Introduction to skin and its composition. B. Structures of the skin. C. Histology of the skin (epidermis and dermis). D. How the skin is nourished. E. Sensory nerves of the skin. F. Elasticity of the skin. G. Absorption and the skin. H. Pigmentation of the skin. I. The glands of the skin. J. Functions of the skin. Review Questions (and Answers), topics for Discussion and Review. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignments. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Understanding the composition, structure, and functions of the skin will help you to know what effects the services you perform in the salon will have on the client’s skin.

EVALUATION (Leading Questions): 1. Describe a healthy skin. 2. What are the main functions of the skin?

ASSIGNMENTS (to reinforce this lesson):

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1. Review all of Chapter 6. 2. Study the layers of the skin as described in the charts that are included in the textbook. 3. Study Questions (and Answers), topics for Discussion and Review at the back of the textbook.

DISMISS CLASS Note: The number of hours required for this topic must be left to the discretion of the teacher. The lesson outlines presented here can be revised and expanded when necessary.

C H A P T E R

6

Physiology and Histology of the Skin

Lesson Plan 2 The Layers of the Skin TEXTBOOK REFERENCE: Chapter 6, pages 80–96. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know and be able to identify the layers of the skin. 2. Understand what happens in the layers of the skin.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Charts to aid discussion (see list from previous lesson) 3. Audiovisual equipment, if it is to be used

PRINTED MATTER 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Prepare film, slides, or transparencies for showing.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 6, with emphasis on charts and illustrations.


49


MOTIVATION TO BE EMPLOYED: The more knowledge you have of the skin and its functions, the more confident and professional you will be. The more knowledge you have in your field, the more co-workers and clients will respect your work.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if scheduled. Review workbook, if necessary. Employ Motivation (above). Lecture outline: A. Discuss the epidermis a) Stratum corneum b) Stratum lucidum c) Stratum granulosum d) Stratum germinativum B. Dermis a) Papillary layer b) Reticular layer C. Subcutaneous layer Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Each layer of the skin has a specific function. Knowing these functions will give you a better understanding of the skin and aid you in determining the most appropriate facial treatments.

EVALUATION (Leading Questions): 1. Name the layers of the skin. 2. What is the function of each layer?

ASSIGNMENTS: 1. Read all of Chapter 7, Disorders of the Skin, Dermatology, and Special Esthetic Procedures. 2. Collect articles and/or pictures from magazines and newspapers that give information pertaining to the skin, its function, and its care.

DISMISS CLASS

50

C H A P T E R

7

Disorders of the Skin, Dermatology, and Special Esthetic Procedures

Lesson Plan 1 Disorders of the Skin and Dermatology TEXTBOOK REFERENCE: Chapter 7, pages 97–l22. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the medical terms used to describe various skin diseases and conditions. 2. Be able to distinguish some of the disorders of the sebaceous glands and the sudoriferous glands. 3. Be able to distinguish between skin conditions that may be treated in the salon and those that require the attention of a dermatologist.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pens 2. Audiovisual equipment, if it is needed


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Prepare film, slides, transparencies, or other teaching aids to be used in conjunction with this lesson. Note: Various photographs of skin disorders may be shown during the lecture.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 7, pages 97–l22.

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MOTIVATION TO BE EMPLOYED: It is important for the esthetician to be able to distinguish various skin disorders in order to know whether or not the client may be given a salon treatment or needs to seek medical attention. Since dermatologists often employ estheticians as assistants, or refer clients to estheticians, it is to your benefit to understand terms and practices related to the most common skin disorders.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if scheduled. Discuss research work, if assigned. (Students were to obtain articles and pictures from newspapers and magazines.) Review workbook, if necessary. Employ Motivation (above). Lecture outline: A. Introduction to disorders of the skin. B. Discuss relationship of dermatology and esthetics. C. Define terms the esthetician should know. D. Discuss skin conditions the esthetician should be able to recognize. E. Discuss primary and secondary lesions of the skin. F. Discuss common terms applied to skin disease. G. Discuss disorders of the sebaceous glands. H. Discuss procedures for extraction of blackheads and other blemishes. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): This lesson covers a broad range of skin disorders. By learning to recognize skin disorders in your clients, you will be able to determine whether to administer salon treatments that will be beneficial, or advise them to seek medical help.


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1. 2. 3. 4. 5.

Why is it necessary for the esthetician to be able to recognize disorders of the skin? What is the difference between primary and secondary lesions of the skin? What is an acute disease? What is an infectious disease? What is an allergy?

ASSIGNMENTS (to reinforce this lesson): 1. Review all of Chapter 7. 2. Study diagrams. 3. Prepare questions about skin disorders that you have had or that you have seen.

DISMISS CLASS

C H A P T E R

7

Disorders of the Skin, Dermatology, and Special Esthetic Procedures

Lesson Plan 2 Disorders of the Skin and Special Esthetic Procedures TEXTBOOK REFERENCE: Chapter 7, pages 97–l22. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5. 6.

Understand the basic causes of common skin disorders such as acne. Understand the causes of inflammations of the skin. Recognize the various causes of pigment changes in the skin. Understand the characteristics of aging skin. Understand the various symptoms of allergies and substances that may cause allergic reactions. Recognize various types of injuries to the skin and how the skin is regenerated.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment, if needed


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Prepare audiovisual teaching aids if they are to be used in conjunction with this lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 7, pages 97–l22.


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MOTIVATION TO BE EMPLOYED: Basic skin disorders such as pimples, blackheads, and mild acne are often the reason clients will seek facial treatments. It is important that the esthetician know how to recognize various skin conditions in order to know what can be treated in the salon and which conditions require medical attention. The esthetician should also recognize some of the possible causes of allergies.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if scheduled. Review notebook work, if necessary. Review Questions (and Answers), topics for Discussion and Review. Employ Motivation (above). Lecture outline: A. Discuss skin disorders. a. Acne and pimples b. Seborrhea c. Rosacea d. Steatoma e. Furuncle B. Discuss disorders of the sudoriferous glands. a. Bromidrosis b. Anidrosis c. Hyperidrosis d. Miliaria rubra C. Discuss inflammations of a common nature. a. Dermatitis b. Eczema c. Psoriasis d. Herpes simplex e. Occupational disorders D. Discuss pigmentation of the skin. a. Suntan and freckles b. Stains c. Chloasma d. Naevus e. Leucoderma E. Discuss hypertrophies (new growths). F. Discuss the characteristics of aging skin. G. Discuss other serious disorders of the skin such as tumors and skin cancer. H. Discuss the effects of venereal disease on the health of the skin. I. Discuss allergies and allergens. J. Discuss imperfections of the skin and identify various types of injuries the esthetician should recognize. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The more you know about the skin, its health, and how it is regenerated, the more valuable your service to the client will be. Many times a client may have symptoms that he or she has ignored. The esthetician can often influence the client to do what is necessary to maintain or to restore the health and beauty of his or her skin.

EVALUATION (Leading Questions): 1. What should the esthetician do if the client’s skin condition is not one of the conditions he or she is familiar with? 2. What should be done when a client says that he or she is allergic to a particular type of cosmetic?

ASSIGNMENTS: 1. Read all of Chapter 8, Chemistry for Estheticians. 2. Make a list of any other skin disorders you think the esthetician should recognize. Try to obtain an explanation of the disorder and a photograph to show before the class.

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8

Chemistry for Estheticians

Lesson Plan 1 Introduction to Chemistry TEXTBOOK REFERENCE: Chapter 8, pages 123–135. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Know the definition of “chemistry.” Understand the meaning of organic and inorganic chemistry. Know the definitions of “matter,” and the structure and types of matter. Understand elements and the classes of compounds and mixtures. Understand why the study of basic chemistry is important to the esthetician.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment and charts that are appropriate to this lesson


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lecture to be presented. 2. Prepare audiovisual aids. 3. Review Questions (and Answers), topics for Discussion and Review.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Study Chapter 8, pages 123–129. 2. Complete workbook assignments, as necessary.

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MOTIVATION TO BE EMPLOYED: Chemistry is a subject that is closely related to the physical and biological sciences. The daily functioning of the body in health and disease is a matter of chemistry. The study of basic chemistry is helpful to the esthetician since he or she should understand what happens when various cosmetics are applied to the skin.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz from previous lesson, if necessary. Review workbook pages, if necessary. Discuss Questions (and Answers), topics for Discussion and Review. Employ Motivation (above). Lecture outline: (Use audiovisuals as part of this lecture). A. Introduction to chemistry for estheticians. B. Discuss organic and inorganic chemistry. C. Discuss matter. a. Structure of matter b. Discuss elements, compounds, and mixtures c. Changes in matter d. Properties of matter D. Discuss properties of common elements, compounds, and mixtures. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for the next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): In this lesson we have covered a broad range of material dealing with basic chemistry and the structure of matter. This information will help you to understand chemistry as it relates to products you may use both in the salon and personally.


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1. 2. 3. 4. 5.

Define chemistry. Define and explain organic and inorganic chemistry. Define matter, elements, compounds, and mixtures. Describe changes and properties of matter. Of what use is the study of chemistry to the esthetician?

ASSIGNMENTS: 1. Study Chapter 8, pages 129–135.

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8

Chemistry for Estheticians

Lesson Plan 2 Understanding the pH Scale TEXTBOOK REFERENCE: Chapter 8, pages 123–135. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Understand the pH scale (acidity and alkalinity). Understand the pH values of common products and cosmetics. Understand the chemistry of water. Know the physical and chemical classifications of cosmetics. Understand differences in solutions, solvents, suspensions, and emulsions.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Equipment for audiovisuals, if needed


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lecture to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Review charts or audiovisuals, if necessary.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Study Chapter 8, pages 129–135. 2. Complete workbook assignment.

MATERIALS STUDENTS MUST BRING TO CLASS: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Notebook and pen

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MOTIVATION TO BE EMPLOYED: By understanding the nature of the chemicals we use when giving salon services, we are able to use these chemicals to their best advantage. It is important for the esthetician to understand the composition of cosmetics and other substances in order to use them and to discuss them intelligently.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Lecture outline: A. Use audiovisual aids or laboratory demonstration. B. Introduction to the pH scale. C. Discuss acidity and alkalinity. D. Discuss solutions and solvents. E. Discuss suspensions and emulsions. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Litmus papers or pH testing kits can be purchased in cosmetology supply stores or drug stores to test the pH of various products. It is important to know which products are high and which are low in acidity or alkalinity.

EVALUATION (Leading Questions): 1. Explain the pH scale. 2. Why is it necessary for the esthetician to understand the pH scale?

ASSIGNMENTS: 1. Review all of Chapter 9, Ingredient and Product Analysis.

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9

Ingredient and Product Analysis

Lesson Plan 1 Substances Used in Cosmetics and Mild Medicinal Agents TEXTBOOK REFERENCE: Chapter 9, pages 136–150. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand how humectants and other substances are used in cosmetic and mild medicinal agents. 2. Know the common ingredients used in various types of soaps, bath accessories, deodorants, and antiperspirants, and understand the suitable uses of these products. 3. Know the differences in various depilatories. 4. Know the common ingredients used in cosmetic preparations for the body and face.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Collection of cosmetics for demonstration and study of labels

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Cosmetic ads and illustrations for study


Review outline of lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Review product formulas, if needed. See reference list for additional reading material. Prepare collection of cosmetics and other toiletries for demonstration and to allow students to study labels for cosmetics.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Study Chapter 9, pages 136–l40. 2. Complete workbook assignments.


MOTIVATION TO BE EMPLOYED: It is important to know the basics of product formulation in order to understand why certain ingredients are used in various cosmetics. This knowledge is an asset to the esthetician when discussing cosmetics or selling cosmetics to the client.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Lecture outline: Demonstrate with cosmetics, if possible. A. Discuss product forms. B. Discuss ingredients and other substances that are used in formulating cosmetics and mild medicinal agents. (Use transparencies, if available.) C. Discuss different types of soaps and their uses. D. Discuss bath accessories, deodorants, and antiperspirants. E. Discuss creams and lotions for use on the skin of the face and body. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): It is important to understand the differences in various cosmetics and to know the type of ingredients used in their formulation. The esthetician is expected to be able to answer the clients’ questions intelligently and to give good advice when selling or recommending a particular cosmetic.


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1. 2. 3. 4.

What is the main purpose of the use of humectants in some cosmetics? Explain how hard soap and soft soaps differ. Discuss substances known to have astringent qualities. What is the pH value of most mild soaps?


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9

Ingredient and Product Analysis

Lesson Plan 2 Cosmetics Used as Makeup TEXTBOOK REFERENCE: Chapter 9, pages 136–150. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know the difference in various types of face powders. Know the difference in various types of cheek color, lip color, and eye makeup. Understand the use of the terms “organic” and “inorganic” as applied to cosmetics. Understand laws that govern the manufacture of cosmetics and the importance of rules for cosmetic labeling. 5. Understand the need for cosmetic safety and how to protect clients from unsafe products. 6. Know how consumer complaints are handled and how the advertising of cosmetics is regulated by government agencies.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Collection of cosmetics for demonstration and study

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Collection of cosmetic advertisements and illustrations for study


Review outline of lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See reference list for additional reading, if needed. Prepare collection of cosmetics for demonstration and study.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 9, pages 140–150. 2. Complete workbook assignment, if necessary.

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MOTIVATION TO BE EMPLOYED: By studying and comparing various cosmetics, we learn to judge the ones that will be most appropriate for a client’s individual needs. Since estheticians are involved in cosmetic application and sales, it is essential to understand laws that govern the manufacture, labeling, and sales of cosmetics.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Employ Motivation (above). Lecture outline: Demonstrate with cosmetics, if possible. A. Discuss the characteristics of face and body powders and their uses. B. Discuss the various types and uses of cheek color and lip color. C. Discuss the different types of eye makeup and miscellaneous cosmetics used as makeup. D. Explain the terms “organic” and “inorganic” as applied to ingredients used in cosmetics. E. Discuss laws governing the manufacture of cosmetics and cosmetic labeling. F. Discuss some of the symptoms of allergic reaction to cosmetics. G. Why is it better to purchase (not make) cosmetics for use in the salon? H. Name the government agencies that are involved with consumer complaints and the advertising of cosmetics. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Estheticians are concerned with the products they use in facial treatments and those they recommend to clients. It is important to read labels and to become familiar with the contents of various cosmetics. It is important to understand how and why government agencies attempt to control harmful substances in cosmetics.

EVALUATION (Leading Questions): 1. Why is it important to know something about the ingredients used in various types of cosmetics? 2. Why is it necessary to have government agencies control the manufacture of cosmetics?

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Nutrition and the Health of the Skin

Lesson Plan 1 The Importance of Nutrition TEXTBOOK REFERENCE: Chapter 10, pages 151–171. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the importance of nutrition to the health and appearance of the skin. 2. Understand how fats, carbohydrates, and proteins are used by the body. 3. Understand the importance of various vitamins, which foods are more abundant in essential vitamins, and how vitamins keep the skin and entire body healthy. 4. Know why water is essential to life and the health of the skin. 5. Know how to help clients improve dietary habits.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Audiovisual equipment, if needed

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Handout sheets and/or nutrition charts


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material, if needed. Prepare display of food groups using real or artificial foods (optional). Note: Displays and demonstration items add interest to this lesson, but, if it is not practical, charts and magazine photographs on a poster board or bulletin board will serve the purpose.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 10, pages 151–156. 2. Complete workbook assignment, if necessary. 3. Bring illustrations or newspaper clippings for the bulletin board.


MOTIVATION TO BE EMPLOYED: Nutrition is the process by which food is assimilated and converted into tissue in living organisms. Nutritious foods promote the growth of living organisms and repair them. Since disorders of the skin are often the result of inadequate nutrition, good nutrition is essential to maintain the health of the skin. A well-balanced diet is the best insurance against vitamin and nutrient deficiency.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Employ Motivation (above). Lecture outline: A. Introduction to nutrition. B. Discuss the importance of nutrition and body metabolism for the maintenance of health. C. Discuss the three basic food groups (fats, carbohydrates, and proteins), and how the body utilizes each. D. Discuss the effects of dieting on the skin. E. Describe calories and how they affect the body. F. Describe enzymes and why they are important to the health of the skin. G. Discuss ways the esthetician can help the client to become more health and nutrition conscious. H. Discuss vitamins and their effects on the body. I. Discuss the relationship between water and health. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.


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The esthetician should know the value of good nutrition to the health and appearance of the skin. Good nutrition combined with salon treatments is the client’s best insurance for keeping the skin healthy and youthful.

EVALUATION (Leading Questions): 1. Discuss vitamins, where they are found most abundantly, and how they help to protect the body against disease. 2. In what ways will the skin show the effects of an inadequate intake of essential vitamins? 3. What are enzymes and what do they do? 4. Why is crash dieting, continued over a period of time, considered harmful to the skin? 5. What should the esthetician advise the client to do if his or her skin is obviously suffering from lack of moisture?

ASSIGNMENTS: 1. Review Chapter 10, pages 157–171. 2. Complete workbook assignment, if needed.

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1 0

Nutrition and the Health of the Skin

Lesson Plan 2 The Health of the Skin TEXTBOOK REFERENCE: Chapter 10, pages 151–171. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Be more aware of nutrition as essential to the health of the skin. Know why and how the skin is an indicator of health. Understand how certain habits (such as smoking) may affect the skin. Know how some drugs and medication can affect the health and appearance of the skin. Understand the metric system, metric conversion factors, and how this knowledge is helpful to the esthetician.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Audiovisual equipment as needed

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Booklets, handout sheets, or charts that explain the metric system


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See reference list for additional reading material, if needed. Prepare handout sheets, charts, booklets, or other materials available to students to reinforce this lesson. Prepare audiovisual materials if they are to be used in conjunction with this lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 10, pages 157–171. 2. Complete workbook assignments, if necessary.

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MOTIVATION TO BE EMPLOYED: The esthetician should be health and nutrition conscious not only to preserve his or her own health, but to be able to encourage clients to be aware of the importance of good nutrition to the health of the skin. The skin is often an indicator of the client’s general health and the esthetician should be able to recognize conditions that may be helped by improved diet. Learning the metric system is valuable to the esthetician because many labels on cosmetic and food products show contents in metric measures.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Employ Motivation (above). Lecture outline: A. Discuss nutrition and the prevention of disease. B. Discuss the skin as an indicator of health. C. Discuss hormones, habits, medication, drugs, and allergies that may affect the skin. D. Discuss nutrition labeling. E. Discuss the relationship between metrics and nutrition information. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next lesson. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The esthetician is interested in the client’s total health, but the main concern in the study of nutrition is its effect on the skin. The skin is an indicator of any number of serious and minor internal disorders. The esthetician may recognize skin conditions that need the attention of a physician, and also be able to encourage the client to improve his or her diet and health habits.


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1. When the client’s skin shows that he or she may benefit by improved diet, how would you find out about his or her dietary habits? 2. When would the esthetician’s knowledge of the metric system be used? 3. Why is it important to read labels for nutrition information? 4. What are the four main food groups that help (when some are eaten daily) to maintain the health of the skin?

ASSIGNMENTS: 1. Read Chapter 11, pages 172–177. 2. Keep a daily record of your own food and liquid intake (all meals, snacks) for at least one week. Analyze the record to see if you can find ways to improve your diet. 3. Complete workbook assignment, if needed.

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Client Consultation and Skin Analysis

Lesson Plan 1 The Client’s Impression of the Salon and Procedures for the Consultation TEXTBOOK REFERENCE: Chapter 11, pages 172–193. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know Know Know Know

how how how how

to to to to

create a professional atmosphere in the salon and to put the client at ease. conduct consultations with both male and female clients. discuss the cost of treatments and products. keep records and fill in consultation cards.

FACILITY TO BE USED: Lecture room or room used for consultation with clients TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Products for demonstration use

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Sample record sheets and/or consultation cards


Review outline of lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material, if needed. Prepare record sheets and/or consultation cards. Prepare audiovisual materials if they are to be used in conjunction with this lesson.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 11, pages 172–177. 2. Complete workbook assignments if necessary.


MOTIVATION TO BE EMPLOYED: It is vitally important to create a professional atmosphere in the salon, to keep accurate records of all services, and to be able to answer the client’s questions with knowledge and self-assurance. The initial impression the client has of the salon and its services will usually determine whether he or she will become a regular customer. It is the esthetician’s job to do all that is possible to build business for the salon and to give the client the most beneficial services.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Employ Motivation (above). Lecture outline: A. Discuss the importance of maintaining a professional atmosphere in the salon. B. Discuss the value of free consultations. C. Discuss record cards and how they are to be filled in during or after the consultation, skin analysis, and facial treatment. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The esthetician’s job is to provide a needed service. It is up to each person who works in the salon to do all that is possible to build business and to keep clients satisfied. The atmosphere of the salon, the appearance of the people who work there, and the quality of the services all help to assure that the client will return for future services. Keeping accurate records is an important part of skin care services.


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1. If you were the client, what are some of the reasons you would not return to a salon? 2. Why should the esthetician’s credentials be on display? 3. What are some of the problems you might encounter if the services received by the client are not recorded?

ASSIGNMENTS: 1. Read Chapter 11, pages 177–187. 2. Complete workbook assignments.

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Lesson Plan 2 Procedures for Skin Analysis TEXTBOOK REFERENCE: Chapter 11, pages 172–193. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Know how to proceed with the skin analysis. Know the classification of various skin types. Be able to discuss the client’s skin condition and recognize basic skin disorders. Understand the differences in light and dark skin. Know some interesting facts about light and dark skin.

FACILITY TO BE USED: Treatment or other appropriate room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Products that may be needed for demonstration of facial cleansing

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Consultation cards and sample record sheets 3. Milady’s Standard Workbook for Professional Estheticians


Review outline of lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See reference list for additional reading material. Prepare record sheets and consultation cards, if needed. Prepare audiovisual materials if they are to be used.


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MOTIVATION TO BE EMPLOYED: It is important to analyze the client’s skin thoroughly in order to know the type of facial treatment that will be most beneficial. During the analysis of the skin, the esthetician must be able to determine the client’s skin type and texture, and note any problems that exist. The esthetician must also be able to discuss the client’s skin condition and answer his or her questions tactfully.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Employ Motivation (above). Lecture outline: A. Discuss the procedure for the skin analysis. B. Discuss skin types. a. Normal skin b. Dry skin c. Mature or aging skin d. Oily skin e. Acne skin f. Couperose skin g. Combination skin C. Discuss differences in light and dark skin. D. Discuss treatments for black skin. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The esthetician must train his or her senses of sight and touch in order to know what to look for during the analysis of the skin. The esthetician must be able to explain the client’s skin condition and recommend treatments. When a skin condition requires medical treatment, the client should be told honestly and tactfully that salon treatments cannot be given.


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1. 2. 3. 4.

Why is it necessary to cleanse the skin before the skin analysis is done? Name five factors that may cause the skin to age faster than it would under normal conditions. Name several differences that may exist between very light and very dark skin. Does dark skin show signs of aging faster or more slowly than light skin?

ASSIGNMENTS: 1. Review Chapter 11, pages 187–193. 2. Complete workbook assignments.

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Lesson Plan 3 Advising the Client on Skin Care TEXTBOOK REFERENCE: Chapter 11, pages 172–193. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know how to advise the client about skin care at home. Assist the client in selecting products needed to maintain the health and appearance of the skin. Know how to instruct the client in proper cleansing of his or her skin. Be able to answer clients’ questions honestly, tactfully, and with confidence.

FACILITY TO BE USED: Treatment or other appropriate room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. 2. 3. 4.

Products in various sizes for demonstration purposes Materials for the demonstration of the cleansing procedure Cotton, container for cotton pads, cleanser, astringent, and moisturizer Audiovisual equipment, if needed

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Consultation cards and sample record sheets 3. Milady’s Standard Workbook for Professional Estheticians


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare record sheets and consultation cards, if needed. Prepare audiovisual materials if they are to be used. Prepare cosmetics and other items needed to demonstrate cleansing procedure for the client’s home care regimen.

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MOTIVATION TO BE EMPLOYED: The main purpose of the consultation is to provide a needed service and to gain clients for the salon. Most salons also carry a line of products to be sold to clients. It is important to advise the client about products that are formulated for his or her skin, and products that can be used effectively at home between visits to the salon. The client should not be subjected to “hard sell” techniques, but should be encouraged to return to the salon for products as they are needed. The esthetician should answer the client’s questions with tact and avoid making exaggerated claims for facial treatments or products.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss how the esthetician should advise the client about his or her skin care regimen at home. Have students demonstrate by role playing. B. Discuss the reason clients should be sold smaller containers of products. Have students demonstrate. C. Discuss the cleansing procedure the client should follow at home. Have students practice the procedure on one another. One student will act the part of the client while another student acts the part of the esthetician. The esthetician should explain each step to the client as he or she proceeds with the cleansing regimen. D. Discuss questions frequently asked by clients. Have students think of additional questions the client may ask. E. Discuss the reasons estheticians cannot promise refunds on services. F. Following the cleansing procedure, discuss the completion of the client’s record sheets and consultation cards. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): If salon treatments are to be effective, the client must know how to take care of his or her skin between treatments. For this reason the esthetician should advise the client about proper procedures and the best products for a home care regimen. The esthetician should be able to answer the client’s questions regarding his or her particular skin care needs, and to encourage the client to buy the cosmetics needed.

EVALUATION (Leading Questions): 1. Why is the home care regimen so important to the success of the salon treatments? 2. What should you do if the client insists on using the products he or she has become accustomed to using, and refuses to buy the products recommended by the esthetician?

ASSIGNMENTS: 1. Read Chapter 12, pages 194–204. 2. Complete workbook assignments.

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Client Preparation and Draping

Lesson Plan 1 Preparing the Client for a Facial Treatment TEXTBOOK REFERENCE: Chapter 12, pages 194–204. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to prepare all implements and supplies needed for facial treatments. 2. Know how to prepare the client for facial treatments.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Towels, tissues, swabs, and spatulas 2. Coverlet, headbands, salon gowns, and other items of this type 3. Cotton pads, compresses, sponges, and rolls of cotton to make pads and compresses



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See reference list for additional reading materials. Prepare audiovisual materials if they are to be used. Prepare products and implements that will be needed for demonstration and practical work.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 12, pages 194–204. 2. Complete workbook assignments, if necessary.

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MATERIALS STUDENTS MUST BRING TO CLASS: 1. The Standard Textbook For Professional Estheticians 2. The Standard Workbook For Professional Estheticians 3. Notebook and pen

MOTIVATION TO BE EMPLOYED: Before a facial treatment can be given, the esthetician must be sure that the treatment area is ready and that all implements and supplies are on hand and ready for use. It is important to be efficient and well organized. The client must be made to feel at ease and comfortable at all times. The cleansing procedure must be done in a confident, professional manner, and strict rules of sanitation must be observed.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if necessary. Review practical work, if necessary. Lecture outline: Note: The preparation of cotton pads and compresses may be demonstrated before the cleansing procedure. A. Discuss the importance of an efficient, well-arranged treatment area. B. Demonstrate how supplies are arranged in an orderly manner. C. Demonstrate how products are removed from containers with a spatula. D. Demonstrate the step-by-step preparation of the client for the facial treatment. a. Greet the client and show him or her where coats are placed. b. Instruct the client in changing into a salon gown (women) or salon robe (men). c. After the client is in the treatment chair, place a towel across the client’s chest and a coverlet over the body. Fold the towel over the coverlet. d. Remove the client’s shoes and tuck the coverlet around the feet. e. Sanitize hands. f. Wrap the client’s head in a protective towel or headband. E. Demonstrate how cotton pads and compresses are made. F. Demonstrate how eye pads are made. G. Demonstrate how to make and apply a cotton compress mask. H. Demonstrate how to make cotton mitts. Note: The teacher should be able to determine how many hours of practical work and practice will be required for students to master the techniques presented in this lesson. All students should have an opportunity to observe as well as to participate in each of the activities described in this lesson. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The esthetician must be organized and prepared. The treatment area, supplies, and implements should be prepared before the arrival of the client. All pads and compresses should be made up before the beginning of the facial treatment. The client should be treated with courtesy and made to feel at ease.


What are the two types of facial gowns? What is the difference between round and butterfly eye pads? Describe the procedures for wrapping the head. What part of the face is never covered with the compress mask?

ASSIGNMENTS: 1. Read all of Chapter 13, Cleansing the Skin. 2. Complete workbook assignments.

DISMISS CLASS

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Cleansing the Skin

Lesson Plan 1 The Cleansing Procedure TEXTBOOK REFERENCE: Chapter 13, pages 205–223. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how cleansing. 2. Know how 3. Know how 4. Know how

to use the facial area chart to identify the areas of the face and neck during the facial to apply and to remove cleanser in a professional manner. to convert cotton pads to form cleansing mitts. to apply the cotton compress mask.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Products, implements, and items needed for demonstration purposes

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Consultation cards and sample record cards


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare record cards and consultation cards, if needed. Prepare audiovisual materials if they are to be used. Prepare cosmetics and other products, as well as implements needed for demonstration and practical work.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 13, pages 205–223. 2. Complete workbook assignment, if necessary.

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MOTIVATION TO BE EMPLOYED: It is important to know how to apply and remove cleanser. There are definite techniques that must be observed when removing makeup from the eyes and lips. The professional esthetician must cultivate a gentle touch when using cleansing pads and sponges, especially in tender areas around the eyes and mouth.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if needed. Employ Motivation (above). Review practical work from previous lesson, if necessary. Lecture outline: A. Discuss face area chart. B. Discuss application of cleansing product and removal of cleanser, using cotton pads. C. Discuss and demonstrate the cleansing procedure. Steps 1–12 (refer to textbook). D. Discuss and demonstrate the techniques for converting the cotton pad to form cleansing mitts. Steps l–5 (refer to textbook). E. Continue the cleansing procedure with the cotton mitt. Steps l–10 (refer to textbook). F. Discuss and demonstrate the procedure for cleansing the face with sponges. Steps l–10 (refer to textbook). G. Discuss and demonstrate the procedure for applying cotton compress mask. Steps 1–8 (refer to textbook). H. Discuss and demonstrate the procedure for removing cotton compress mask. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignments for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The professional esthetician realizes that cleansing the face is one of the most important steps in any facial treatment. Cleansing should be done quickly, thoroughly, and with a gentle touch. Special cleansing routines are developed so that maximum benefit is derived from the cleansing procedures.


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1. Why is it necessary to follow a professionally devised cleansing routine? 2. Why should cold or iced pads be avoided during the cleansing procedure? 3. Why are most movements done in an upward direction?

ASSIGNMENTS: 1. Read all of Chapter 14, Techniques for Professional Massage. 2. Practice all you have learned in this lesson. 3. Complete notebook work.

DISMISS CLASS Note: The following lesson plan will cover massage movements. The teacher may wish to spend several additional lessons on cleansing techniques before teaching massage theory and practical work.

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Techniques for Professional Massage

Lesson Plan 1 Purposes and Benefits of Facial Massage TEXTBOOK REFERENCE: Chapter 14, pages 224–251. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Learn the purposes and benefits of facial massage. Know the two categories of facial massage. Know hand exercises that keep the esthetician’s hands strong and flexible. Know how to practice massage movements without a live model. Know how manipulative (massage) movements are accomplished, and the names and purposes of the movements.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. 2. 3. 4.

Charts (see reference list) Equipment for audiovisual materials, if needed Notebook and pen Products, implements, and all items needed for demonstration and practical work.

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Release cards, if they are to be used.


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See reference list for additional reading material. Prepare release cards if they are to be used or reviewed. Prepare audiovisual materials if they are to be used. Prepare cosmetics, implements, and all items needed for theory, demonstration, and practical work.


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Milady’s Standard Textbook for Professional Estheticians Notebook and pens Milady’s Standard Workbook for Professional Estheticians Work kits, if these are required by the school

MOTIVATION TO BE EMPLOYED: It is essential for the esthetician to learn all the massage techniques and how each manipulation or movement benefits the skin. Strong, flexible hands are an asset that enables the esthetician to work on the contours of the face with gentle, effective movements. Once the name and the purpose of each movement has been learned, the student is ready to practice giving facial massages and perfecting the artistry of the professional esthetician.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review notebook, if needed. Employ Motivation (above). Review practical work from previous lesson, if needed. Lecture outline: A. Introduction to massage. B. Discuss the benefits of massage. C. Discuss the types of facial massage. D. Demonstrate, discuss, and practice the hand exercise for strength and flexibility of the hands. E. Discuss posture and massage. F. Discuss different methods of practicing massage. G. Discuss and demonstrate basic manipulations used in massage. a. Effleurage (stroking movement) b. Petrissage (kneading movement) c. Fulling (a form of petrissage) d. The chucking movement e. The rolling movement f. The wringing movement g. Percussion or tapotement (tapping movements) h. Slapping and hacking movements i. Vibration (shaking movements) j. Joint movements H. Practice all movements as required. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The esthetician must learn how to do all the basic manipulations required to give a facial massage. He or she must also know the names of the movements and how each will benefit the client. Diligent practice is required to master all the techniques and to do one movement after another in a smooth, unbroken routine.

EVALUATION (Leading Questions): 1. Name the six hand exercises devised to keep the esthetician’s hands strong and flexible. 2. Name four ways you can practice massage movements outside the classroom without a live model. 3. Name the eight basic massage movements that are essential to giving a professional facial massage. 4. What is the difference between chucking and rolling movements?

ASSIGNMENTS: 1. Review all of Chapter 14, pages 234–251. 2. Practice all massage manipulations and memorize the name and purpose of each movement. 3. Practice as much as possible.

DISMISS CLASS

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Lesson Plan 2 Perfecting the Art of Facial Massage TEXTBOOK REFERENCE: Chapter 14, pages 224–251. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Know Know Know Know Know

the location of (nerve) motor points of the face and neck. how to give a facial massage with an even rhythm or tempo to induce relaxation. how to give the standard massage. how to give Massage #l for cleansing and stimulation. how to give Massage #2 for deep penetration and relaxation.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. 2. 3. 4.

Equipment for audiovisual materials, if needed Charts to teach motor points Notebook and pen Products, implements, and all items needed for demonstration and practical work



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual materials if they are to be used. Prepare cosmetics, implements, and all items to be used for demonstration and practical work.

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Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook and pen Work kit, if required

MOTIVATION TO BE EMPLOYED: To obtain proper results from a facial massage, the esthetician must have a thorough knowledge of all the structures involved: the muscles, nerves, and blood vessels. The esthetician must know how to do facial massage manipulations skillfully and understand why each movement is beneficial.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work from previous lesson, if needed. Lecture outline: A. Discuss the psychological effects of massage. B. Discuss the motor nerve points of the face and neck. C. Show audiovisual color slide program, “Massage Techniques for Relaxation and Facial Beauty.” D. Discuss the importance of rhythm and tempo when giving a facial massage. E. Demonstrate chest, back, and neck manipulations. F. Demonstrate the step-by-step procedure for the standard massage (Figures 14.23–14.40). G. Demonstrate the step-by-step procedure for Massage #l, cleansing and stimulation (Figures 14.44–14.62). H. Demonstrate the step-by-step procedure for Massage #2, massage for deep penetration and relaxation (Figures 14.63–14.71). I. Demonstrate any additional massage techniques that would be beneficial. J. Practice all massage manipulations as required. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.


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In order to obtain maximum benefits from a facial massage, the esthetician must know the motor nerve points that affect the underlying muscles of the face and neck. The esthetician must master proven massage manipulations and judge the number of times massage movements may be repeated and how long the massage should be given.

EVALUATION (Leading Questions): 1. How often should a client have a facial massage? 2. How does the skin respond to facial massage?

ASSIGNMENTS: 1. Review Chapter 14, pages 234–251. 2. Practice all massage manipulations and memorize the names and purposes of each massage. 3. Practice as much as possible.

DISMISS CLASS

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Lesson Plan 3 The Professional Massage TEXTBOOK REFERENCE: Chapter 14, pages 224–251. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the Dr. Jacquet massage, which is especially effective for oily and acne-blemished skin. 2. Know the names and purposes of proven massages. 3. Be able to give a professional massage.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Charts to review motor nerve points of the face and neck 2. Notebook and pen 3. Products, implements, and all items needed for demonstration and practical work



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual materials if they are to be used. Prepare cosmetics, products, implements, and all items for demonstration and practical work.


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MOTIVATION TO BE EMPLOYED: In order to become proficient in massage techniques, it is necessary to learn all the names, movements, purposes, and benefits of the various massages. It is important to develop dexterity (of hands) and to keep massage movements flowing into one another with the right amount of rhythm and pressure.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work from previous lesson as needed. Lecture outline: A. Review the theory of massage. B. Review the standard massage. C. Review Massage #l and Massage #2. D. Review any additional massage techniques that would be beneficial. E. Discuss the benefits of the Dr. Jacquet movement. F. Practice all massage movements and review other practical work as needed. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Once massage techniques are learned, the esthetician should practice hand dexterity until he or she can give a massage with efficiency and confidence. It is important to be able to determine the client’s skin type and skin condition, and tailor massage movements to the client’s specific needs.


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Under what conditions should all massage be avoided? How does the Dr. Jacquet movement benefit the skin? When should the Dr. Jacquet movement be eliminated from a massage? What type of movement is combined with the Dr. Jacquet movement?

ASSIGNMENTS: 1. Read Chapter 15, pages 252–259. 2. Practice as much as possible. 3. Complete notebook assignments.

DISMISS CLASS

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Mask Therapy in Facial Treatments

Lesson Plan 1 Types of Facial Masks and How They Benefit the Skin TEXTBOOK REFERENCE: Chapter 15, pages 252–264. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Know the classification and benefits of various masks. Be able to prepare, apply, and remove a facial mask. Know how to prepare commercial and custom-designed masks. Know how to make herbal teas and herbal gel for masks and compresses. Know the use of gauze in mask application.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Several types of commercial masks and ingredients for custom masks will be needed. 3. Products, implements, and all items needed for demonstration and practical work



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual materials if they are to be used. Make a list of all products and items that need to be purchased for this lesson. Prepare cosmetics, products, implements, and all items for demonstration and practical work.

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MOTIVATION TO BE EMPLOYED: A mask is used following a facial treatment (massage) for its beneficial ingredients and its calming, soothing, toning, and hydrating effects. The esthetician should be familiar with both commercial and custom-made masks, and know how they are applied and how they are removed.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

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Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work from previous lesson, if needed. Lecture outline: A. Introduction to mask therapy in skin treatments. B. Discuss benefits of facial masks. C. Discuss ingredients used in masks. D. Discuss gel and clay masks. E. Discuss the various commercial masks that are used in salons. F. Discuss the benefits of custom masks. G. Discuss herbal teas, compresses, and herbal gel masks. H. Discuss the use of gauze in mask application. I. Have students prepare, apply, and remove various types of masks. Students work in teams, some serving as models while others apply the masks. Repeat procedure until all students have had an opportunity to apply and remove the different masks. a. Do the complete facial cleansing routine. b. Apply mask (follow basic mask procedure). c. Remove mask. d. Apply moisture or protective lotion to the face. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Masks are an important part of many facial treatments because they aid in cleansing, soothing, toning, and hydrating the skin. Some masks are also used for their healing qualities. Masks leave the skin softer and smoother. Masks are applied over a thoroughly cleansed face and/or after the facial treatment. The esthetician should practice until he or she can prepare, apply, and remove masks neatly and confidently.


Why is it usually better to use a commercially prepared mask in salon treatments? What are the main benefits of clay masks? What is a “peel-off” mask? What are some of the qualities a good mask will have?

ASSIGNMENTS: 1. Review Chapter 15, pages 259-264. 2. Practice as much as possible.

DISMISS CLASS

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Mask Therapy in Facial Treatments

Lesson Plan 2 Preparation, Application, and Removal of the Wax Mask TEXTBOOK REFERENCE: Chapter 15, pages 252–264. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know Know Know Know

why the wax mask treatment is considered to be one of the most beneficial. when the wax mask can be given as an alternate treatment. how to prepare the wax mask for a treatment. how to apply and remove the wax mask.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, cosmetics, implements, and all items needed for demonstration and practical work 3. Materials for the wax mask treatment



Review the outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual materials if they are to be used. Make a list of products that need to be purchased for this lesson. Prepare cosmetics, products, implements, and all other items needed for demonstration and practical work. Note: All students should have an opportunity to give the treatment and to receive the treatment. The practical work in this lesson may be extended over the period of time the teacher feels necessary. Be guided by your curriculum requirements.

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MOTIVATION TO BE EMPLOYED: The wax mask treatment has been a favorite treatment of estheticians and clients for many years and is an extra source of income for the salon. The wax mask is highly beneficial for almost all skins, except when the client has an acne skin condition. The esthetician should know how the wax is prepared, how it is applied to the face and neck, and how the mask is removed in sections. It is important to be able to describe the many benefits of the wax mask to the client.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work from previous lesson. Lecture outline: A. Discuss the benefits of the wax mask treatment. B. Demonstrate the preparation of the wax for the facial treatment. C. Demonstrate the procedure for the wax mask treatment. D. Have students give the wax mask treatment, following the step-by-step procedure. E. Demonstrate the removal of the wax mask in one section for the neck and one section for the face. F. Have students remove wax masks in one section for the neck and one section for the face. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Because the wax mask is one of the most beneficial masks and is impressive to the client, it soon becomes one of the salon’s most popular services. The esthetician should be able to give a wax mask treatment and be able to describe the benefits of the mask to the client.

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EVALUATION (Leading Questions): 1. 2. 3. 4. 5.

Why is it best to remove the wax mask from the face in one section? Can the wax mask be used in treatments with and without machines? Which section of the wax mask is removed first? What type of implement is used to loosen the wax mask when it is ready to be removed? What are the benefits of a wax mask?

ASSIGNMENTS: 1. Read all of Chapter 16, Facial Treatments without the Aid of Machines. 2. Practice as much as possible.

DISMISS CLASS

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Facial Treatments without the Aid of Machines

Lesson Plan 1 How to Give Beneficial Facial Treatments without the Aid of Machines TEXTBOOK REFERENCE: Chapter 16, pages 265–283. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to give facial treatments for various skin conditions without the aid of machines. 2. Know how to towel steam the face when a vaporizer is not available.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, cosmetics, implements, and all items needed for demonstration and practical work 3. Extra supply of towels for facial steaming



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual materials if they are to be used. Make a list of products that need to be purchased for this lesson. Prepare cosmetics, products, implements, and other items needed for demonstration and practical work.

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MOTIVATION TO BE EMPLOYED: There may be a time when the esthetician will need to give facial treatments without the aid of machines. Some salons may have a full range of machines whereas others have only basic and necessary equipment. It is advantageous to be able to give facial treatments skillfully with the aid of machines and also when machines are not available. Some clients prefer having a facial that is done entirely without machines, whereas others will be impressed if sophisticated equipment is used for the facial treatment.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13.

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Milady’s Standard Textbook for Professional Estheticians Notebook and pen Milady’s Standard Workbook for Professional Estheticians Work kit, if required

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Show audiovisual color slide program. Review practical work from previous lesson. Lecture outline: A. Introduction to facial treatments. B. Discuss the benefits of facial treatments. C. Discuss and demonstrate towel steaming the face. D. Discuss and demonstrate the following facial treatments: a. Facial treatment for normal skin b. Facial treatment for dry skin c. Facial treatment for dehydrated skin d. Facial treatment for oil dry skin e. Facial treatment for oily skin f. Facial treatment for mature (aging) skin g. Facial treatment for combination skin E. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Facial treatments cannot accomplish miracles, but they help to preserve the health and appearance of the skin. Facial treatments can help to prevent skin problems and keep the skin functioning properly.

EVALUATION (Leading Questions): 1. Why is it important to learn to give a complete facial treatment without the aid of machines? 2. When a vaporizer is not available, what is a substitute method for steaming the face?

ASSIGNMENTS: 1. Read Chapter 16, pages 269–283. 2. Practice as much as possible.

DISMISS CLASS

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Facial Treatments without the Aid of Machines

Lesson Plan 2 Facial Treatments for Problem Skin without the Aid of Machines TEXTBOOK REFERENCE: Chapter 16, pages 264–283. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know how to give a facial treatment for acne and problem blemished skin, without the aid of machines. Instruct the client in caring for acne (problem blemished) skin at home. Know how to give a beneficial facial treatment for couperose skin without the aid of machines. Know how to give an epidermabrasion treatment without the aid of machines.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, implements, and all items needed for demonstration and practical work

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Notebook


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual materials if they are to be used. Make a list of products that need to be purchased for this lesson. Prepare cosmetics, products, implements, and other items needed for demonstration and practical work.

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MOTIVATION TO BE EMPLOYED: When treating acne skin, it is important to start a series of treatments that will not cause undue irritation, but will be soothing and healing to the skin. Results will require the client to follow proper skin care procedures at home. In cases of strong acne, the client may be advised to consult a dermatologist to determine if medical treatment is needed in addition to cleansing treatments.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Show audiovisual program, if available. Review practical work from previous lesson, if necessary. Lecture outline: A. Discuss and demonstrate the following facial treatments: a. Facial treatment for acne (problem blemished) skin b. Special acne facial treatment c. Home care for acne skin B. Discuss and demonstrate the process of disincrustation. C. Discuss and demonstrate the treatment and procedure for couperose skin. D. Discuss and demonstrate the epidermabrasion treatment procedure. E. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.


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Some clients have blemished skin and acne conditions that can be cleansed and healed by facial treatments in the salon. In cases of strong acne that require medical treatment, it is advisable to have the client see a dermatologist, who may prescribe medication. Often the dermatologist will suggest cleansing treatments to help clear the acne condition.


Why are brushing and massage eliminated in a facial treatment for acne skin? What are the main benefits of a facial mask for acne skin? Why is it important for the client to know how to care for acne skin at home? What are the benefits of warm coltsfoot or mint herb tea compresses to couperose skin?

ASSIGNMENTS: 1. Read all of Chapter 17, Electricity, Machines, and Apparatus for Professional Skin Care.

DISMISS CLASS

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Electricity, Machines, and Apparatus for Professional Skin Care

Lesson Plan 1 Machines and Apparatus for Professional Skin Care TEXTBOOK REFERENCE: Chapter 17, pages 284–324. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand the use of the magnifying lamp, the skin scope, and the Wood’s lamp. 2. Understand the purpose of and how to use the facial vaporizer and the brushing machine. 3. Know how to care for machines and observe safety precautions when they are in use.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, cosmetics, implements, machines, and apparatus needed for demonstration and practical work



Review outline of lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare audiovisual program. Prepare products, cosmetics, implements, apparatus, and machines needed for demonstration and practical work.

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MOTIVATION TO BE EMPLOYED: Some salons will have a full range of modern machines with which to give various facial treatments. The esthetician who has mastered the use of these machines will be an asset to the salon. It is important to know the purpose of each machine and how it is used in facial treatments.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11. 12. 13. 14.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Show audiovisual program. Review practical work, if necessary. Stress the importance of proper care of machines after use. Lecture outline: A. Review the use of the magnifying lamp and skin scope. B. Review the use of the Wood’s lamp. C. Discuss and demonstrate the use of the facial vaporizer. D. Discuss and demonstrate the use of the brushing machine. E. Review safety practices when working with machines. F. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The various machines used in giving facial treatments are impressive to the client, but their main purpose is to aid the esthetician in giving more thorough facial treatments.


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1. How do the magnifying lamp and the skin scope aid the esthetician? 2. What happens to different substances when exposed to the deep violet rays of the Wood’s lamp? 3. What is the main purpose of the facial vaporizer? 4. What is the main purpose of the brushing machine?


DISMISS CLASS

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Lesson Plan 2 Machines and Apparatus for Professional Skin Care TEXTBOOK REFERENCE: Chapter 17, pages 284–324. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know Know Know Know

the uses of the galvanic machine. how the positive and negative poles are used in facial treatments. the use of the ionto rollers and how ionization is achieved. how and why high-frequency current is used in facial treatments.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, cosmetics, implements, machines, and apparatus needed for demonstration and for practical work


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. See Bibliography in textbook for additional reading material.

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4. Prepare audiovisual materials if they are to be used. 5. Prepare products, implements, machines, and apparatus needed for demonstration and practical work.




MOTIVATION TO BE EMPLOYED: In modern salons, electrical machines and apparatus are used to perform various services. The esthetician should have a basic knowledge of how electricity works and how to use electrical equipment safely.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Show audiovisual program, if available. Review practical work from previous lesson, if necessary. Lecture outline: A. Discuss galvanic current and demonstrate the galvanic machine. B. Demonstrate how the positive and negative poles work and how to test for polarity. C. Discuss and demonstrate the disincrustation step in facial treatments. D. Discuss and demonstrate the ionization step in facial treatments. E. Discuss and demonstrate the ionto mask. F. Discuss the use of galvanic current used for bleaching pigmentation spots. G. Discuss and demonstrate three methods of using high-frequency current. H. Proceed with practical work and stress safety precautions. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.


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Electrical equipment, when used correctly, can be of benefit when giving various facial treatments. The esthetician should understand how all electrical appliances, apparatuses, and machines work and how they are used safely in the salon.


Describe galvanic current. What is ionization? What is disincrustation? Describe high-frequency current.


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Lesson Plan 3 Electricity and Light Therapy TEXTBOOK REFERENCE: Chapter 17, pages 284–324. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5. 6.

Know Know Know Know Know Know

how electricity is used safely and intelligently in the salon. the uses of various electrical devices. how light rays are produced. how light therapy is achieved. the benefits of ultraviolet rays and how these rays are applied during a facial treatment. the benefits of infrared rays and how these rays are applied during a facial treatment.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, cosmetics, implements, and apparatus needed for demonstration and practical work



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare products, cosmetics, apparatus, and implements to be used for demonstration and practical work.

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Milady’s Standard Textbook for Professional Estheticians Notebook and pen Milady’s Standard Workbook for Professional Estheticians Work kit, if required

MOTIVATION TO BE EMPLOYED: Light therapy refers to facial treatments by means of light rays. The esthetician should know how to use therapeutic lamps that produce infrared and ultraviolet rays and how these rays benefit the skin.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Introduction to electricity. B. Discuss the two forms of electricity that are employed in a salon. C. Discuss electrical measurement and devices. D. Introduction to light therapy. E. Discuss how light rays are produced. F. Discuss the effects of light rays. G. Discuss and demonstrate how ultraviolet rays are applied. H. Discuss and demonstrate how infrared rays are applied. I. Discuss the psychological effects of color. J. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): It is important for the esthetician to know how light therapy benefits the skin and how to give treatments with the various lamps and light ray-producing equipment. The procedures should be explained as the treatment progresses so the client will know how the treatment will benefit his or her particular skin condition.

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EVALUATION (Leading Questions): 1. 2. 3. 4. 5. 6. 7.

How does the use of electricity help to make facial treatments more beneficial? Describe two forms of electricity. What are the terms used for electrical measurement? What are the main benefits of light therapy? What is meant by dispersion of light rays by a prism? Are ultraviolet rays cold invisible rays or invisible heat rays? What are two types of light therapy lamps used in a salon?

ASSIGNMENTS: 1. Review Chapter 17, pages 284–324. 2. Practice as much as possible.

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Lesson Plan 4 Machines and Apparatus for Professional Skin Care TEXTBOOK REFERENCE: Chapter 17, pages 284–324. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand the purpose of, and how to use, the following machines for beneficial treatments: A. The spray machine B. The suction machine C. The electric pulverizer D. The carbonic gas spray 2. Know the purpose of the electric mask and how it is used in facial treatments. 3. Know how to give a hand treatment with mitts.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, cosmetics, implements, and apparatus needed for demonstration and practical work 3. The electric mask and electric mitts


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SPECIAL RESEARCH (for teachers): 1. 2. 3. 4.

Review outline of lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare products, cosmetics, apparatus (machines), and implements to be used for demonstration and practical work.



Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook and pen Work ki,t if required

MOTIVATION TO BE EMPLOYED: The electric mask is one of several methods used for deep penetration of products into the skin. The mask is a favorite of many clients who may also enjoy having a hand treatment with the electric mitts while the mask is being used on the face.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Discuss and demonstrate the use of the following machines: a. The spray machine b. The suction machine c. The electric pulverizer d. The carbonic gas spray B. Discuss the purpose of the electric mask. C. Demonstrate the use and care of the electric mask. D. Demonstrate the use of treatment mitts for the hands. E. Review safety practices when working with machines. F. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Knowing how to use the electric mask for facial treatments and mitts for hand treatments will be an asset to the esthetician. The mask is especially helpful when working with oily and problem-blemished skin.

EVALUATION (Leading Questions): 1. How does the spray machine benefit the skin? 2. Why is the suction machine considered to be one of the most important machines used in facial treatments? 3. Describe the function of the electric pulverizer. 4. How is the carbonic gas spray prepared? 5. What are the main purposes of the electric mask? 6. When should the electric mask be eliminated from the facial treatment?

ASSIGNMENTS: 1. Review all of Chapter 18, Facial Treatments with the Aid of Machines 2. Practice as much as possible.

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Facial Treatments with the Aid of Machines

Lesson Plan 1 Facial Treatments with the Aid of Machines TEXTBOOK REFERENCE: Chapter 18, pages 325–343. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to give facial treatments for various skin types with the aid of machines. 2. Know the step-by-step procedures for machine facials for the following: A. Normal skin with alternate treatment procedure B. Dry skin (oil dry, dehydrated, or aging) with alternate treatment procedure C. Mature aging skin with alternate treatment procedure




Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare products, cosmetics, implements, and apparatus to be used in demonstration and practical work.

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MOTIVATION TO BE EMPLOYED: Machines help the esthetician to give treatments that are, in some cases, more thorough than can be achieved with only the hands. Machines have varied functions that aid in giving treatments for different skin conditions.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Introduction to facial treatments with the aid of machines. B. Discuss and demonstrate step-by-step facial for normal skin. C. Demonstrate alternate procedure for normal skin. D. Demonstrate alternate treatment procedure for dry skin. E. Discuss and demonstrate facial treatment for oil dry (lacking sebum) skin, dehydrated (lacking moisture), and aging skin. F. Demonstrate treatment for mature (aging) skin. G. Demonstrate the alternate treatment procedure for mature (aging) skin. H. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.


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It is important for the esthetician to be able to operate all machines and apparatus used for various facial treatments. Machines should be handled safely and efficiently. Since machines can represent a considerable investment for a salon, the esthetician must know how to use and care for them properly. The client should be told how the machine being used benefits his or her particular skin condition.


How do machines help to give a more thorough facial treatment than the hands alone? Can the use of machines alone assure the success of a facial treatment? What are the three classifications for dry skin? Why is the disincrustation step not done on dry skin?

ASSIGNMENTS: 1. Study Chapter 18, pages 332–343. 2. Practice as much as possible.

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Facial Treatments with the Aid of Machines

Lesson Plan 2 Facial Treatments with the Aid of Machines TEXTBOOK REFERENCE: Chapter 21, pages 325–343. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5. 6. 7.

Know the major problems of an oily skin and how to give a facial for oily skin with the aid of machines. Know how to give a facial treatment for combination (oily and dry) skin with the aid of machines. Know how to give a beneficial facial treatment for acne skin with the aid of machines. Know how to counsel the client with acne (problem-blemished) skin. Know how to give a specially designed treatment for acne skin. Know how to give a facial treatment for couperose (broken capillaries) skin with the aid of machines. Be able to advise the client about home care of the skin.




Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. See Bibliography in textbook for additional reading material. Prepare products, cosmetics, implements, and apparatus needed for demonstration and practical work.

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MOTIVATION TO BE EMPLOYED: The esthetician faces a challenge when dealing with oily, acne, and problem-blemished skin. It is important to know the most effective procedures in order to achieve results. In addition, it i important to know which products to use, and how to advise the client about care of the skin at home between visits to the salon. Couperose skin also requires special care and proper treatments in the salon and at home.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Discuss the causes of oily skin and demonstrate the proper step-by-step facial treatment procedure, with the use of machines. B. Demonstrate facial treatment procedure for combination skin with the aid of machines. C. Discuss the causes of acne (problem-blemished) skin and demonstrate the proper facial treatment procedure with the aid of machines. D. Discuss the causes of a couperose skin condition and demonstrate the facial treatment procedure with the aid of machines. E. Discuss and demonstrate how to counsel the client about the care of his or her skin at home. F. Proceed with practical work Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.


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It is important to learn to give facial treatments to various skin types and to select the most beneficial treatment for the client’s specific skin condition. It is equally important to advise the client about home care between visits to the salon in order to achieve beneficial results.

EVALUATION (Leading Questions): 1. Why are deep cleansing treatments so important in facial treatments for acne (problemblemished) skin? 2. What are the main steps that must be taken to prepare the skin for extraction of blackheads and other debris? 3. What type of mask would you apply to the “T” zone of the face? 4. How can you make a general judgment of how long it will take to achieve beneficial results with treatments for acne skin?

ASSIGNMENTS: 1. Study Chapter 19, pages 344–350. 2. Practice as much as possible.

DISMISS CLASS Note: The teacher should determine how many additional hours are needed for practical work before proceeding with the next chapter.

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Removing Unwanted Hair

Lesson Plan 1 Methods of Permanent Hair Removal TEXTBOOK REFERENCE: Chapter 19, pages 344–360. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Be familiar with various methods of unwanted hair removal. Know the definition of terms used in unwanted hair removal. Know how to prepare the client for treatments. Understand the use of the shortwave machine. Know the after-treatment procedures.

FACILITY TO BE USED: Treatment room MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, implements, and apparatus needed for demonstration and practical work



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Prepare products, implements, and apparatus needed for demonstration and practical work. See Bibliography in textbook for additional reading material.


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MOTIVATION TO BE EMPLOYED: Many clients consider it unfashionable and a problem to have unwanted hair on the legs, face, and other areas of the body. The esthetician who wishes to include the removal of unwanted hair in his or her treatments must be familiar with the various methods of hair removal and how to render salon services in a safe and satisfactory manner.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Introduction to electrolysis and other methods of unwanted hair removal. B. Discuss temporary and permanent methods of unwanted hair removal. C. Discuss the importance of proper training in the use of machines for unwanted hair removal. D. Discuss definitions. E. Discuss the two methods of permanent hair removal (shortwave and galvanic). F. Discuss and demonstrate the preparation of the client for a treatment. G. Discuss and demonstrate the preparation of machines to be used. H. Discuss and demonstrate equipment and supplies. I. Discuss and demonstrate the permanent removal of unwanted hair. J. Discuss and demonstrate the after-treatment procedure. K. Proceed with practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Unwanted hair is a problem for women who consider this hair unattractive. The removal of unwanted hair is a salon service done by an esthetician who is able to use both temporary and permanent methods of hair removal.

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What is the difference between temporary and permanent methods of hair removal? What was the first method of permanent hair removal called? What are some of the dangers involved in hair removal procedures? What is the difference between the galvanic method and the shortwave method of hair removal?

ASSIGNMENTS: 1. Read Chapter 19, pages 351–360.

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Removing Unwanted Hair

Lesson Plan 2 Procedure for the Temporary Hair Removal Treatment with Emphasis on Wax Treatment TEXTBOOK REFERENCE: Chapter 19, pages 344–360. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know Know Know Know

methods of temporary hair removal. how to prepare wax for the hair removal treatment. the various uses for hard and soft wax in unwanted hair removal. how to give a complete wax treatment to remove unwanted hair.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products, implements, and apparatus needed for demonstration and practical work



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Prepare products, implements, and apparatus needed for demonstration and practical work. See Bibliography in textbook for additional reading material.


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MOTIVATION TO BE EMPLOYED: Wax hair removal treatment is popular because it makes removal of hair from large areas of the body easier and quicker. Many clients prefer this treatment as there is little discomfort and the hair does not grow back with an unsightly stubble as it does when shaved. Wax treatments are especially efficient for removal of hair from sensitive areas of the face.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Discuss methods of temporary hair removal. B. Discuss the benefits of hard and soft wax hair removal treatments. C. Demonstrate how the wax is prepared. D. Demonstrate how the client is prepared for the wax treatment. E. Demonstrate the step-by-step procedure for wax hair removal from the legs. F. Demonstrate the procedure for wax removal of hair from the underarm. G. Demonstrate the procedure for wax removal of hair from the upper lip. H. Demonstrate how stray eyebrow hair is removed with wax. I. Proceed with practical work. Employ evaluation (Leading Questions). Summarize (see Summary Section). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Wax hair removal treatments are a popular service in most salons. It is important for the esthetician to be able to provide this service quickly and efficiently. Although women most frequently desire hair removal, it is not uncommon for men to request this service.


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1. 2. 3. 4.

Why is the wax hair removal treatment a popular salon service? Why is the fabric smoothed in the same direction of the hair growth? Why is underarm hair removed in small sections? On what areas of the body can hard wax be used as a depilatory?

ASSIGNMENTS: 1. Chapter 20, pages 361–367.

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Enemies of the Skin, Aging Factors, and Cosmetic Surgery

Lesson Plan 1 Enemies of the Skin TEXTBOOK REFERENCE: Chapter 20, pages 361–392. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand some of the causes and contributing factors of aging skin. 2. Know the kinds of treatments that are beneficial and help to improve the appearance of mature skin. 3. Know how to advise the client regarding premature aging of the skin.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Easel for skin charts 3. Audiovisual equipment, if needed



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Prepare charts and easel. See Bibliography in textbook for additional reading material.


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MOTIVATION TO BE EMPLOYED: Many of your clients will be men and women who are in their mature years. These clients seek your services because they want to know how to maintain the health and youthful appearance of the skin. It is to the esthetician’s advantage to understand what contributes to the aging of the skin and be able to advise the client about these factors as well as give facial treatments that are beneficial to the skin.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Review practical work as necessary. Lecture outline: A. Use charts to demonstrate the difference in the appearance of the skin on various parts of the body (SEM photos). B. Introduction C. Discuss environmental enemies of the skin. D. Discuss photographs of skin that has been protected and unprotected from environmental enemies. E. Discuss the effects of excessive use of alcohol, drugs, and tobacco on the skin. F. Discuss the effects of frequent weight gain and loss on the skin. G. Discuss gadgets and overrated products. H. Review previous practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): In modern society people are concerned with premature aging that affects the health and appearance of the skin. Facial treatments cannot prevent normal aging of the skin but can help to keep it looking younger longer. Good health habits and proper care of the skin will help to prevent premature aging of the skin.


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1. 2. 3. 4.

What type of skin tends to wrinkle and line at an early age? What are some of the harmful effects of too much sunlight on the skin? How does air pollution harm the skin? Why is excessive massage harmful to the skin?

ASSIGNMENTS: 1. Read Chapter 20, pages 368–372. 2 Try to find magazine, newspaper, or other photographs that show some of the conditions discussed in this chapter.

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Lesson Plan 2 Concern for Personal Appearance TEXTBOOK REFERENCE: Chapter 20, pages 361–392. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand the theory of physiognomy. 2. Understand the importance of personal appearance to self-esteem. 3. Understand the characteristics of age as seen in the face.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Photographs from magazines and newspapers that help to reinforce this lesson (optional)



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Prepare charts and audiovisuals if they are to be used. Organize photographs if they are to be used. See Bibliography in textbook for additional reading material.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 20, pages 368–372. 2. Collect magazine, newspaper, or other photographs that show some of the conditions discussed in this chapter.

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MOTIVATION TO BE EMPLOYED: The esthetician should have a working knowledge of the relationship between one facial feature and another. This is especially important if the client (female) requests a makeup following a facial treatment. It is also important to understand how the client’s personal appearance can affect his or her self-esteem.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Discuss the theory of physiognomy (use photographs or charts.) B. Discuss the dimensional relationship between one feature and another. C. Discuss the importance of appearance to self-esteem. D. Discuss the characteristics of age as seen in the human face. E. Review previous practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Most people accept their appearance, but others may suffer loss of self-esteem if they are dissatisfied with themselves. This is especially true when a person has been injured or disfigured in some way. Also, people of today are more appearance- (and youth-) conscious and want to present an attractive appearance at any age. Facial treatments and skillful use of makeup can help the client retain a healthy, more youthful appearance.


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1. What was the Greek “canon” of beauty? 2. Is the concept of beauty or attractiveness the same around the world? 3. Why is it important for the esthetician to know the dimensional relationship among the facial features?


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Lesson Plan 3 Understanding Plastic (Cosmetic) Surgery TEXTBOOK REFERENCE: Chapter 20, pages 361–392. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5. 6.

Understand the purpose of plastic (cosmetic) surgery. Understand what is involved when the client has undergone cosmetic surgery and wishes facial treatments. Know the proper terms for plastic surgery procedures. Understand the purposes and procedures of dermabrasion treatments. Understand the purposes and procedures of chemical skin refining. Understand the purpose of skin injections.

FACILITY TO BE USED: Treatment or lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Photographs to reinforce this lesson (optional) 3. Materials for practical work from previous lessons, if needed Teachers please note: Students should understand that plastic (cosmetic) surgery involves complex procedures that in no way involve the esthetician. However, the knowledge gained in this chapter will help students to recognize basic procedures and be able to discuss the subject intelligently. Although dermabrasion and chemical peeling will not be a part of the student’s practical work, the information about these procedures is included in this lesson.


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SPECIAL RESEARCH (for teachers): 1. 2. 3. 4.

Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize photographs if they are to be used. See Bibliography in textbook for additional reading material.



Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook and pen Work kits, if required for practical work

MOTIVATION TO BE EMPLOYED: The esthetician knows his or her limitations and is able to discuss with the client what can and cannot be accomplished by salon treatments. A client may come to the salon expecting facial treatments to remedy such problems as pouches under the eyes and sagging skin due to loss of elasticity. These are problems that are often corrected by a plastic (cosmetic) surgeon. The esthetician should have some basic knowledge of surgery procedures, but in no case should attempt to diagnose or advise the client in matters that require a physician’s attention and advice.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work as necessary. Lecture outline: A. Discuss the reasons the esthetician should have some basic knowledge of plastic (cosmetic) surgery in order to serve the client’s skin care needs. B. Discuss some of the precautions that must be taken when the client who has had cosmetic surgery requests salon treatments. C. Discuss the various types of plastic (cosmetic) surgery. D. Study the illustrations in the textbook and discuss some of the improvements made by cosmetic surgery. E. Discuss the dermabrasion treatment. F. Discuss chemical skin refining. G. Discuss skin injections. H. Review previous practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): It is understood that only a qualified surgeon should perform any type of plastic or cosmetic surgery. The esthetician is concerned with helping the client to maintain the health and attractiveness of his or her skin. Estheticians render a valuable service by helping to give the skin proper care, either before or after surgery, and helping female clients to select becoming makeup.

EVALUATION (Leading Questions): 1. Why is it helpful to the esthetician to understand the basic procedures involved in plastic (cosmetic) surgery? 2. What is the difference between epidermabrasion and dermabrasion treatments? 3. What are the medical terms for face lift and nose surgery?

ASSIGNMENTS: 1. Read all of Chapter 21, Male Skin Care and Grooming.

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Male Skin Care and Grooming

Lesson Plan 1 Skin Care for Men TEXTBOOK REFERENCE: Chapter 21, pages 393–398. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the gender differences in skin. 2. Know the needs, services, and products for men. 3. Know the skin care procedures for men.

FACILITY TO BE USED: Classroom TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lesson to be presented. 2. Review Questions and (Answers), topics for Discussion and Review. 3. Organize materials for lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 21, pages 393–398. 2. Complete workbook assignments.


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MOTIVATION TO BE EMPLOYED: Many men are using products and services offered by estheticians. With greater numbers of men being concerned with the skin’s appearance, it is important not to neglect the different services and products that are available for men.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8. A. B. C. D. E. 9. 10. 11.

Take attendance. Make school announcements. Give quiz on previous lesson. Review workbook, if necessary. Review Questions (and Answers), topics for Discussion and Review. Employ Motivation. Review assignment, if necessary. Lecture outline. Discuss gender differences in skin. Discuss men’s skin care needs. Discuss men’s skin care services. Discuss men’s skin care products. Discuss skin care procedures for men as well as shaving techniques. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Dismiss class.

SUMMARY STATEMENTS (Conclusions): Men are a growing portion of the skin care market. You must be able to help a man with his skin care needs or you will lose the opportunity to increase your income.

EVALUATION (Leading Questions): 1. What are some of the differences in skin care between men and women? 2. What are some of the similarities? 3. Why is it important to know how to perform skin care on men?

ASSIGNMENTS: 1. Read all of Chapter 22, Esthetics and Aromatherapy.

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Esthetics and Aromatherapy

Lesson Plan 1 The Use of Fragrance in Salon Treatments TEXTBOOK REFERENCE: Chapter 22, pages 399–407. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know why aromatherapy is useful in the salon. Know the various substances used in aromatherapy and the benefits derived from their use. Know how to use herbs and other substances to make soothing facial masks. Be able to distinguish various fragrances that are used in cosmetics and as perfume, cologne, and toilet water. 5. Understand how fragrances can affect the psyche.

FACILITY TO BE USED: Treatment room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Samples of different fragrance types: floral, floral bouquet, oriental, modern blend, spicy, fruity, forest or woodsy blends. 3. Samples of herbs and other substances of interest. Suggested samples: witch hazel (cleansing), almond (emollient), camomile, peppermint and rosemary (healing), rose hips (moisturizing). 4. See Bibliography in textbook for additional educational material.


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Organize materials needed for demonstration. Teachers please note: If you wish students to do practical work with fruit, vegetable, herb, and extract masks, you may use commercially prepared products, or have students make the formula for herbal gel mask and custom-designed masks described in Chapter 15. 4. See Bibliography in textbook for additional reading material.

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Milady’s Standard Textbook for Professional Estheticians Notebook and pen Milady’s Standard Workbook for Professional Estheticians Work kits, if required for practical work

MOTIVATION TO BE EMPLOYED: The use of fragrances in the practice of esthetics is called aromatherapy. The use of herbs, fruits, and other substances in masks is a part of this practice. The esthetician should be familiar with the effects of fragrances and how various substances are used in the salon. Essences can be used to produce pleasing fragrance in the salon.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if needed. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss the various ways fragrances can be used in the salon. B. Give a brief history of the use of fragrances. C. Discuss and demonstrate the seven basic fragrance types: floral, floral bouquet, oriental, modern blends, spicy blends, forest or woodsy blends, fruity blends. D. Discuss how fragrances affect the senses and create different moods. E. Discuss how aromatic essences are obtained. F. Discuss the main substances that are used in the manufacture of fragrances. G. Demonstrate a few of the substances with special qualities, such as astringents and antiseptics. H. Review practical work. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.


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The esthetician should understand the importance of the use of fragrances in the salon. There are times when the client may enjoy having a soothing herbal facial mask applied. The esthetician who includes aromatherapy in facial treatments may find that the client is more satisfied and relaxed following a facial treatment.


In what way was aromatherapy used by ancient peoples? What is the main reason for using pleasing fragrances in the salon? What are some of the ingredients used as fixatives in fragrances? Why are most cosmetic and grooming products scented?

ASSIGNMENTS: 1. Read all of Chapter 23, Advanced Topics in Esthetics.

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Advanced Topics in Esthetics

Lesson Plan 1 New Technologies and Techniques in Esthetics TEXTBOOK REFERENCE: Chapter 23, pages 408–419. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Be able to discuss new treatments for the skin. 2. Be able to discuss advanced massage techniques. 3. Be able to discuss new body treatments.

FACILITY TO BE USED: Laboratory or other appropriate room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT 1. Notebook and pen 2. Materials and equipment for demonstrations 3. Audiovisual equipment if audiovisual programs are to be used as part of this lesson

PRINTED MATTER: 1. 2. 3. 4.

Milady’s Standard Textbook for Professional Estheticians Notebook and pen Milady’s Standard Workbook for Professional Estheticians Supplementary material


Review the outline of the lecture. Review Chapter 23. Review Questions (and Answers), topics for Discussion and Review. Prepare any handout material that is to be included in the lesson. Prepare items for demonstration. Prepare audiovisual materials if they are to be used.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review all of Chapter 23. 2. Review notes.


Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook and pen Any additional material, such as state board rules and regulations

MOTIVATION TO BE EMPLOYED: Having the ability to be on the leading edge of esthetics allows you to increase the number of services you offer, reach the maximum number of people with those services, and increase your income.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review workbook and handout materials, if scheduled. Employ Motivation (above). Lecture outline: A. Discuss phytotherapy. B. Discuss advanced massage techniques, reflexology, and lymphatic drainage massage. C. Discuss water therapies. D. Discuss algae treatments. E. Discuss body wraps. F. Discuss cellulite treatments. G. Discuss salon chemical peeling. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignments for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): An esthetician should always know about the latest advances in skin care. Although you might not be able to perform all of the services very often, you will be able to use some of the techniques and products in your salon.

EVALUATION (Leading Questions): 1. Why is it important for the esthetician to know the newest techniques? 2. Which of the new techniques could easily be used in the smaller skin care salon? 3. Why are treatments for cellulite controversial?

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ASSIGNMENTS (to reinforce this lesson): 1. Read all of Chapter 24, Estheticians Working with Physicians. 2. Study Questions (and Answers), topics for Discussion and Review at the back of the textbook.

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Estheticians Working with Physicians

Lesson Plan 1 Procedures and Situations for the Esthetician Working in a Medical Practice TEXTBOOK REFERENCE: Chapter 24, pages 420–434 LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know Know Know Know

the advantages and disadvantages of working as an esthetician in a medical setting. how the practice of dermatology relates to the esthetics and medical fields. the two basic forms of plastic surgery. the various kinds of hospital/practice settings that may use the services of an esthetician.

FACILITY TO BE USED: Classroom TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Organize materials for lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 24, pages 420–434. 2. Complete workbook assignments.

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MOTIVATION TO BE EMPLOYED: For a growing number of estheticians, working with a physician is a very attractive alternative or supplement to salon work. Working in a medical setting can be exciting and intellectually stimulating.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson. Review workbook, if necessary. Review Questions (and Answers), topics for Discusssion and Review. Employ Motivation. Review assignment, if necessary. Lecture outline. A. Discuss the differences between estheticians and physicians. B. Discuss dermatology and its relation to esthetics. C. Discuss the various forms of plastic surgery. D. Discuss pre-and post-op skin care. E. Discuss the methods of lymphatic drainage. F. Discuss the esthetician's role in the care of skin diseases. G. Discuss the esthetician's role in caring for wound or burn patients. H. Discuss cosmetic exfoliation. I. Discuss the esthetician's role in the medical setting. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Many opportunites will be available in the medical arena, and the esthetician who chooses to read and become educated will excel in this promising new career field. It is important to understand the need for the consultation between the physcian and the esthetician to determine what treatments will actually benefit the patient. The working together of these two areas of expertise will explore new horizons for the medical and esthetics fields as well as total service for the patients.


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1. What are some of the types of procedures the estehtican working in a medical practice will perform? 2. What is the esthetician's role in pre-and post-op skin care? 3. What are the various forms of plastic surgery? 4. How can an esthetician be effective in hospital or holistic settings?

ASSIGNMENTS: 1. Read all of Chapter 25, Color Theory. 2. Study Questions (and Answers), topics for Discussion and Review at the back of the textbook.

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Color Theory

Lesson Plan 1 What the Esthetician and Makeup Artist Should Know about Color TEXTBOOK REFERENCE: Chapter 25, pages 435–447. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to select makeup colors that are becoming to the client’s own personal coloring of skin, eyes, and hair. 2. Know the eight basic skin color categories and the scientific principles of color harmony. 3. Be able to advise the client regarding the selection of his or her most becoming clothing colors. 4. Understand the psychology of color and how it affects the emotions. 5. Know how the skin gets its color.

FACILITY TO BE USED: Lecture room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. A basic color wheel 3. The Color Key System



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration. See Bibliography in textbook for additional reading material.


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MOTIVATION TO BE EMPLOYED: It is impossible to become a makeup artist without understanding some of the basic principles of the use of color. Since the esthetician studies makeup artistry and is involved with cosmetics, he or she is often in a position to advise the client about makeup selections. This lesson will provide an interesting exploration of color that will serve as a practical guide for the esthetician.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make necessary announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss the reasons why an esthetician should know the basic principles of color and color psychology. B. Discuss how color is used to express moods and emotions. C. Discuss how skin gets its color. D. Discuss the eight basic skin color classifications. E. Discuss the basics of color harmony and combining colors. Use a color wheel, if desired. F. Discuss the temperature of color. G. Have students determine their own personal coloring classification of skin, eyes, and, hair. H. Review practical work, if necessary. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): It is important to understand some of the influences that colors have on everyday activities. When a person likes a color he or she will be more likely to buy the item. When the esthetician (makeup artist) uses good judgment in the selection of cosmetic colors, he or she will be more successful in applying makeup and in cosmetic sales.


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1. 2. 3. 4.

Why do designers of fashionable clothing place so much emphasis on color? How would you describe a cloudy day in color terms? What are four types of pigments present in human skin? When a person’s skin has no pigmentation, what color is his or her skin?

ASSIGNMENTS: 1. Review Chapter 25.

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Color Theory

Lesson Plan 2 Guide to Selecting Cosmetic Colors TEXTBOOK REFERENCE: Chapter 25, pages 435–447. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know Know Know Know

how how how how

to to to to

test for correct foundation colors that enhance the client’s natural skin color. select the client’s most becoming eye makeup colors. select the client’s most becoming lip colors. coordinate or match makeup colors for a pleasing effect.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. The Color Key System


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. See Bibliography in textbook for additional reading material. Teachers please note: Following the study of color and makeup, you may wish to have students do practice makeup on one another. For step-by-step guidelines to makeup application, see Chapter 25.


MATERIALS THAT STUDENTS MUST BRING TO CLASS: 1. 2. 3. 4.


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MOTIVATION TO BE EMPLOYED: In order for the esthetician to help clients with the selection of makeup, it is important to be aware of the differences in skin color and undertones. Some makeup tends to change color on certain skins, and it will take concentration and practice to develop a keen eye for the range of cosmetic colors that flatter skin colors. The client’s personal taste, way of life, and age must also be considered when selecting makeup colors.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss foundation and powder color selection. B. Discuss the types of face powder that give the best results when used with colored foundation. C. Discuss the selection of color on the eyebrows, and the sketching of realistic looking brows on the back of the hand. D. Discuss the selection of eyeliner, eyeshadow, and other eye makeup color combinations. E. Discuss the selection of lip color and its application. F. Discuss the various skin tone classifications and the foundation color that would be most flattering to each. G. Discuss color combinations of makeup, skin, lip, and hair tones. H. Discuss lip colors that work well with various hair colors and also flatter the client. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): A makeup artist must practice until he or she can select and apply the most becoming makeup colors to the client’s face. The artist must train his or her eyes to see subtle undertones of the skin as well as underlying tones in makeup items. In addition, the artist must be certain that makeup is appropriate, becoming, and fashionable, as well as pleasing to the client.


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1. 2. 3. 4.

Is the color of the client’s skin, eye, or hair the first consideration when selecting makeup colors? Why is the highlight color used beneath the eyebrow? Why are the lips outlined with a brush or lip pencil? Why are direct color contrasts in lip and cheek color usually avoided?


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Professional Makeup Techniques

Lesson Plan 1 How to Become a Professional Makeup Artist TEXTBOOK REFERENCE: Chapter 26, pages 448–505. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Know how to design and set up an efficient makeup area. Be able to analyze face shapes and facial features. Know how to emphasize the client’s most attractive facial features by use of makeup. Know the principles of artistic makeup.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment, if needed



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. See Bibliography in textbook for additional reading material. Teachers please note: During this lesson, most of the time is spent discussing how to set up the makeup area, items needed for makeup, application, preparing the client for the makeup and analysis of facial features. The number of hours needed for students to master actual makeup procedures will be left to the discretion of the teacher.

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MOTIVATION TO BE EMPLOYED: The study of makeup and its application enables the esthetician to offer an additional service to clients. It makes you a more valuable employee in the salon because you will also understand how to recommend products that are right for the client. A pleased client will refer your salon to others and also return for additional services and to purchase products. In addition, a makeup artist has prestige that brings about many opportunities for public appearances and specialized services.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12.

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Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Notebook and pen Makeup kit, if required

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Introduction B. Discuss success rules for makeup artists. C. Discuss and demonstrate how the makeup area should be furnished. D. Discuss and demonstrate the importance of a well-organized dispensary and display cases for makeup and other products. E. Discuss and demonstrate the importance of correct lighting in the makeup area, especially around the makeup mirror. F. Discuss and demonstrate the items on the makeup checklist. Acquaint students with various makeup brushes used by the makeup artist. G. Demonstrate how the client is prepared for the makeup. H. Demonstrate how the client’s facial features are analyzed before the makeup. I. Discuss the basic face shapes and have students determine the shape of their own faces. J. Do practical work, if necessary. Employ Evaluation (Leading Questions). Summarize (see Summary Statements). Give assignment for next class. Dismiss class.

SUMMARY STATEMENTS (Conclusions): It is rewarding to know that your skills can do so much to improve the appearance and selfconfidence of your clients. In addition to your pride in being a professional esthetician, you can further extend your creative abilities to include makeup artistry. Your knowledge and skills as well as professional projection will open doors to an exciting, lucrative, and challenging career.

EVALUATION (Leading Questions): 1. Of what value is the study of makeup techniques to the esthetician? 2. Why is it considered good business and public relations to display trophies and certificates where they can be seen by clients? 3. What kind of lighting is recommended for the makeup mirror? 4. Why should makeup be applied while the client is sitting up rather than in a prone position?


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Lesson Plan 2 Grooming the Eyebrows TEXTBOOK REFERENCE: Chapter 26, pages 448–505. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4.

Be able to determine the most natural and attractive eyebrow shaping for the client. Know how to shape brows to add character to the face. Know the proper procedures for eyebrow shaping. Know how to apply color to eyebrows when desired.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. See Bibliography in textbook for additional reading material. Collect pictures of fashionable makeup styles from magazines. These can be mounted on poster boards or placed on the bulletin board.


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MOTIVATION TO BE EMPLOYED: A picture or painting takes on a more interesting look when it is well framed. The same is true for wellgroomed eyebrows as they act as a frame for the eyes. Eyebrow shaping is a popular service offered by most salons, and the esthetician should be able to shape eyebrows to enhance the client’s facial features. Eyebrow shaping should be done efficiently and color (when desired) applied artistically.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss and demonstrate how to prepare the brows for tweezing. B. Discuss and demonstrate how to judge where the brows are supposed to be removed by using a pencil. C. Discuss how eyebrows can change the facial expression. D. Demonstrate tweezing procedure. E. Demonstrate application of eyebrow color with pencil and brush-on type color. F. Have students practice drawing hairlike strokes on the back of their hands. Explain how this sketching practice can help them to develop a steady hand and to make natural looking hairlike strokes when applying eyebrow pencil. G. Proceed with practical work, if necessary. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Shaping of eyebrows is a popular salon service, and the esthetician should be able to perform this service quickly, efficiently, and artistically. He or she should also know when to use eyebrow pencil or brush-on color to enhance the shape and color of the client’s natural brows.


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1. 2. 3. 4.

Why are eyebrows tweezed out in the direction that they grow? How do you determine where tweezing of heavy eyebrows should begin? What is the usual distance between the eyebrows? What is the apex of the brow?

ASSIGNMENTS: 1. Review Chapter 26, pages 461–478. 2. Find pictures of interesting makeup in magazine advertisements. These can be pasted on a poster board or placed on the bulletin board to observe the current makeup styles and color combinations. 3. Find historical pictures of makeup styles to compare with current trends.

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Lesson Plan 3 Makeup and How It Is Applied TEXTBOOK REFERENCE: Chapter 26, pages 448–505. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.


how how how how how

to to to to to

select and apply foundation correctly. apply powder correctly. select and apply cheek color according to the client’s facial structure. select and apply eye makeup. select and apply lip color.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment 3. Makeup supplies



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. See Bibliography in textbook for additional reading material. Collect pictures of makeup styles from magazines. These can be mounted on poster boards or placed on the bulletin board.


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MOTIVATION TO BE EMPLOYED: When applying makeup, you should think of an artist preparing a canvas. The entire face should be made to look flawless before colors are applied. It is important to know how to use brushes and other items for makeup application and to apply makeup efficiently and artistically.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss and demonstrate the application of foundation. B. Discuss and demonstrate the use of basic corrective makeup underneath the eyes to soften lines in the face. C. Discuss and demonstrate the application of face powder. D. Discuss and demonstrate the application of cheek color. E. Discuss and demonstrate the application of eyeshadow, eyeliner, and mascara. F. Demonstrate extra touches that make the difference in daytime (subdued) and evening (glamour) eye makeup. G. Demonstrate the use of eyelash curlers. H. Discuss and demonstrate the application of lip color. I. Discuss and demonstrate corrective lip color applications. J. Proceed with practical work, if necessary. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): The makeup artist must first be able to apply a neat basic makeup before experimenting with strong colors and high-fashion styles. Once you have mastered the basic techniques, you will be able to use creative imagination as you progress to more advanced techniques.


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1. 2. 3. 4. 5.

How is foundation custom blended? What is the main purpose of foundation? What is the purpose of eyeliner? How is the completed makeup set? Why is it important to talk it over with the client before applying high-fashion makeup?

ASSIGNMENTS: 1. Review Chapter 26, pages 479–486. 2. Find interesting pictures and magazine articles for the bulletin board or poster boards.

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Lesson Plan 4 Contouring and Corrective Makeup TEXTBOOK REFERENCE: Chapter 26, pages 448–505. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to apply the principles of contour shading and highlighting to corrective makeup. 2. Know how to distinguish features of the face in proportion to one another, and how to use makeup to improve balance and proportion of the facial features. 3. Know how to soften expression lines and give the face a more youthful appearance. 4. Know how to conceal blemishes and birthmarks. 5. Know special makeup techniques for women with dark skin.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment 3. Makeup supplies



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. See Bibliography in textbook for additional reading material.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 26 as needed. 2. Complete workbook assignments as needed. 3. Do as much practical work as possible.

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MOTIVATION TO BE EMPLOYED: There is no mystery to contouring and corrective makeup when you remember that dark colors recede or minimize a feature whereas a light color will emphasize a facial feature. It is important to know where to use corrective makeup in order to diminish imperfections or to add attractive planes to the face. It is also important that you know how to select and apply makeup to all skin types and colors, and to be able to give the client help in applying her own makeup.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Demonstrate corrective makeup for the eyes. B. Demonstrate shading and highlighting techniques as applied to the nose. C. Demonstrate the techniques of highlighting and shading for other features of the face: a. Prominent jaw b. Prominent chin c. Double chin d. Protruding forehead e. Short nose f. Receding chin g. Short, thick neck h. Long, thin neck D. Demonstrate a complete basic makeup application on light or medium skin with contouring and corrective makeup where necessary. E. Demonstrate a basic makeup on dark skin with contouring and corrective makeup where necessary. F. Demonstrate the art of concealing birthmarks and other blemishes. G. Demonstrate special makeup techniques for the black woman. H. Proceed with practical work as necessary. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Although most women wear basic makeup for everyday, there are times when they may wish to include contouring and corrective makeup. The client will tend to buy more makeup and grooming products after she has seen positive results of their use. Makeup can emphasize good features while diminishing those that are less attractive. A good makeup artist soon becomes a popular asset to the salon. Corrective makeup is beneficial to the client who wishes to conceal blemishes and other imperfections of the skin.


Is it better to apply corrective makeup before or after the foundation has been applied? Where is contour shading usually done? How do models emphasize their cheekbones? Why is it necessary to give special attention to the selection of a colored foundation for dark skin?


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Lesson Plan 5 Artificial Eyelash Application Procedures, Lash and Brow Tints TEXTBOOK REFERENCE: Chapter 26, pages 448–505. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.


how how how how how

to to to to to

select, prepare, and fit artificial eyelashes. curl and trim artificial eyelashes. apply and remove individual eyelashes. apply and remove lower eyelashes. perform a lash and brow tint.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment 3. Makeup supplies and an assortment of artificial eyelashes



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. See Bibliography in textbook for additional reading material.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 26 as needed. 2. Complete workbook assignments as needed. 3. Practice as much as possible.

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MOTIVATION TO BE EMPLOYED: The application of artificial eyelashes is another special service offered by most salons. Some clients have eyelashes applied only for special occasions while others have the semi-permanent individual lashes applied every week or when needed. It is important for the esthetician to be able to determine the most becoming style of lashes for a particular client, and to apply them neatly and efficiently.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Demonstrate how artificial lashes are removed from the container. B. Demonstrate how artificial lashes are trimmed and fitted to the client’s upper eyelid. C. Explain the use of the surgical adhesive and how it is applied to artificial lashes. D. Demonstrate how the client’s own lashes should be curled (if they are straight) to conform with the curl of the artificial eyelashes. E. Demonstrate the application of artificial lashes. F. Demonstrate how individual lashes are applied. G. Demonstrate how lashes are selected for clients who wear glasses. H. Demonstrate the application of eyelashes to the lower eyelids. I. Demonstrate the removal of artificial eyelashes. J. Demonstrate how artificial eyelashes may be cleaned and stored after use. K. Discuss and demonstrate a lash and brow tint. L. Proceed with practical work as necessary. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.


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The application of artificial eyelashes helps to give the client’s complete makeup a more finished look. A great many women do not realize the improvement artificial eyelashes can make in the beauty of their eyes. For this reason, it is worthwhile to suggest lash application as part of the client’s makeup. Once the client is pleased with the improvement the lashes make, she may become a regular user. This means extra income for the salon in sales and services.


How do artificial eyelashes improve the appearance of the eyes? Why is it necessary to be extremely careful when removing artificial eyelashes? How should the eyelids be cleansed before the application of lashes? When applying individual lashes, how are different lengths applied to give a more natural look?


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Lesson Plan 6 Custom-Designed Makeup TEXTBOOK REFERENCE: Chapter 26, pages 448–505. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Be able to advise the client as to the most becoming, appropriate, and fashionable makeup for her individual needs. 2. Be able to select and apply the client’s makeup and instruct her in applying her own makeup. 3. Know how to efficiently do a step-by-step makeup application routine, including special makeup accents for evening.

FACILITY TO BE USED: Makeup room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. 2. 3. 4.

Notebook and pen Audiovisual equipment, if needed Makeup supplies Instant photo camera (optional)



Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. See Bibliography in textbook for additional reading material. Collect pictures from magazines that show various makeup styles and glamour touches. (Use on poster boards or the bulletin board.) 6. Organize quick photo camera and supplies if needed.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 26 as needed. 2. Complete workbook assignments as needed. 3. Collect pictures from magazines that show various makeup styles and glamour touches. Show appropriate makeup for women of various age groups. 4. Practice makeup techniques as much as possible.



MOTIVATION TO BE EMPLOYED: The client will come to your salon for advice about her makeup and skin care needs. She may be hanging on to outmoded styles and colors in makeup, and you will need to be tactful when suggesting changes. However, the client will usually allow you to design a new look for her and if she likes the makeup she will do her makeup at home. A woman’s age, way of life, personality, facial features, personal coloring, and taste must all be taken into consideration when designing a makeup that is appropriate and flattering at the same time. Note: Never apply makeup styles or use garish makeup colors just because they are the latest fashion fads.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss the various makeup styles as seen in magazine photographs. B. Discuss “custom’’-designed makeup for women of all ages and how makeup styles differ. C. Discuss makeup styles that are appropriate for various occasions. D. Discuss appropriate makeup items for young girls who are just beginning to wear makeup. E. Discuss makeup styles appropriate for women in different professions. F. Review the step-by-step practice routine for speed and efficiency. G. Do “before” and “after” makeup on several models (students), using the quick photo camera (optional). H. Proceed with practical work as necessary. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Keep in mind as you progress as a makeup artist that all artists do not follow the same routine for applying makeup, nor do they use the same products. The most successful makeup artists are those who use creative imagination in making each client look her very best. Your main goal is to work efficiently and with confidence in your ability. A beautiful makeup assures more product sales for the salon, more prestige for you, and satisfaction for the client.

EVALUATION (Leading Questions) 1. What are the most important questions you will ask the client during the makeup consultation? 2. Why should the client be allowed to examine each product that is used for her makeup, as it is being applied? 3. How does it help your salon sales to suggest “glamour” touches after you have completed the client’s basic makeup? 4. In what ways will the step-by-step makeup application practice routine be most helpful to the beginning makeup artist?

ASSIGNMENTS: 1. Read all of Chapter 27, The Salon Business.

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The Salon Business

Lesson Plan 1 What You Should Know about Opening a Salon TEXTBOOK REFERENCE: Chapter 27, pages 506–526. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understand what is involved in opening a salon, planning the physical layout, advertising, business laws, state regulations, and other important aspects of business management. 2. Know how a salon is operated to make a profit and be familiar with some of the daily activities required of a salon owner and/or manager.

FACILITY TO BE USED: Classroom or clinic TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen

PRINTED MATTER: 1. 2. 3. 4. 5.

Milady’s Standard Textbook for Professional Estheticians Milady’s Standard Workbook for Professional Estheticians Photographs from magazines of attractive salons Telephone book for discussion of salon advertising Sample letterheads, business cards, and appointment book


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. Arrange for students to visit a successful salon that has all the attributes discussed in this lesson. See Bibliography in textbook for additional reading material.

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PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. 2. 3. 4.

Read Chapter 27, pages 506–515. Complete workbook assignments as needed. Visit local salons (by appointment) and write down some of the attractive assets of the salons. Check your telephone directory for salon ads. Compare them and write down the advantages and disadvantages of some of the advertising you see in the Yellow Pages. 5. Observe the windows of different salons. What catches your eye? How could some salons improve their window displays?


MOTIVATION TO BE EMPLOYED: Whether you work in a salon owned by someone else or establish a business of your own, it is important to know some of the basic reasons a salon may succeed or fail. The more you know about your business, the easier it will be to do your part in making it a success.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review practical work, if necessary. Lecture outline: A. Discuss building blocks of a business. B. Discuss professional help (lawyers, accounts), costs, and profitability (business forecast). C. Discuss finding a location for a salon and leases. D. Discuss the business laws and regulations that govern salons in your state. E. Discuss types of insurance coverage needed by a salon. F. Discuss staff training, recruitment. G. Discuss public relations, merchandising, and customer service. H. Discuss the importance of the physical layout of a successful salon. (Use magazine photographs, if available.) I. Visit several successful, well-planned salons, if possible. Teacher please note: If possible, students should arrange to visit several successful (and different) salons. Instruct students as to what they should observe during their visit to a specific salon. When it is not possible to take field trips, use your own clinic to demonstrate salon planning, adherence to laws, and other subjects. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Statistics have shown that most businesses (new salons) fail because the owner did not allow for set-backs or was unaware of the risks and responsibilities to be considered when going into business. Anyone wishing to open a salon must have the proper educational background, training, and skills. In addition, the necessary credentials (licenses) to operate the business must be acquired.

EVALUATION (Leading Questions): 1. Why would a salon be more likely to succeed in a busy shopping center with other businesses? 2. What is a salon’s best form of advertising? 3. How can a salon get free advertising?


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The Salon Business

Lesson Plan 2 Business Administration TEXTBOOK REFERENCE: Chapter 27, pages 506–526. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. 2. 3. 4. 5.

Understand the importance of money management to the successful operation of a salon. Know how to average expenses for a salon. Understand the importance of an efficient record-keeping system for all business operations. Know the differences in individual ownership, partnerships, and corporations. Know the importance of protection against fire, theft, and lawsuits.

FACILITY TO BE USED: Classroom or clinic TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Record-keeping samples, such as ledgers, tax forms, and contracts, that may be helpful in presenting the lesson. 4. Ads from newspapers and trade publications that show how salons are advertised for sale.


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. Compile sample records and other items to reinforce the lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. 2. 3. 4. 5.

Review Chapter 27, pages 515–521. Complete workbook assignments as needed. Make a list of ways you would advertise your own salon. Make a list of ways you feel salons could improve their services. List some reasons you believe some salons are not as successful as others.

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MOTIVATION TO BE EMPLOYED: The management of money is an important part of any business operation. The salon administrator must know what percent of the salon’s income is being spent for various expenses and what part can be considered profit. When losses exceed profits, the salon is in serious trouble. Enough money or business loans should be available in case of unexpected loss of business. A good administrator will be aware of the financial needs of the business and how to promote business growth.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review or discuss assignments or do practical work as necessary. Lecture outline: A. Discuss the importance of money management to the success of the salon. B. Discuss average expenses (by percent) for salons. Show how these averages may differ from one salon to another. C. Discuss an efficient record-keeping system. (Show samples if possible.) D. Discuss salon ownership options and the positive or negative side of each. E. Discuss the importance of leases. F. Discuss buying a salon. G. Discuss the importance of insurance and the types of insurance a salon should have for adequate coverage. H. Summarize the most important things to consider when going into business. I. Have students report on their visits to salons (optional). 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): When you meet a successful salon owner, his or her job may appear to be easy. Actually, it takes a lot of work, sacrifice, knowledge, and experience to make a salon a success. Even though you may have enough money to start your business, it is usually better to work for someone else until you can learn all the areas of successful business management.

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EVALUATION (Leading Questions): 1. Why is it important to have good credit standing with a bank before going into business for yourself? 2. What are some of the pitfalls to be avoided in business administration? 3. What is the main purpose of keeping daily records? 4. Why is the appointment record book considered the lifeline of the salon? 5. What is the first important step to purchasing an established salon from its present owner?

ASSIGNMENTS: 1. Study Chapter 27, pages 521–525.

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The Salon Business

Lesson Plan 3 Telephone Techniques for the Salon TEXTBOOK REFERENCE: Chapter 27, pages 506–526. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the telephone techniques that help to promote the salon’s business. 2. Know how to use his or her voice effectively for a pleasing telephone personality. 3. Know how to handle telephone complaints.

FACILITY TO BE USED: Classroom or clinic TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Audiovisual equipment

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Appointment book


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. Arrange for telephones and appointment book, for role playing.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 27, pages 521–525. 2. Complete workbook assignments. 3. Read the information about telephone laws, rules, and regulations that appears in your local telephone directory. 4. Make a list (four to six rules) for correct telephone usage in the salon. 5. Write down any negative personal experiences that you have had when placing or receiving salon telephone calls.

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MOTIVATION TO BE EMPLOYED: Good telephone usage requires the application of a few basic principles, which add up to common sense, tact, and courtesy. The telephone is one of the salon’s most important tools for doing business and building clientele. The person placing and receiving telephone calls must be knowledgeable about the salon’s business practices, and must deal with clients efficiently and tactfully.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review workbook, if necessary. Review Questions (and Answers), topics for Discussion and Review. Employ Motivation (above). Review assignment, if necessary. Lecture outline: A. Discuss how the use of the telephone helps to build business for the salon. B. Discuss the basic rules for good telephone usage. C. Discuss the importance of a pleasant speaking voice. D. Discuss the responsibilities of the person who books appointments. E. Have students simulate a salon scene where they make appointments, place and receive telephone calls, and handle complaints. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Whether or not the salon employs a receptionist, there are times when it is necessary for the esthetician to speak with clients on the telephone. It is to your advantage to develop good telephone usage and courteous speaking habits in your personal, social, and business associations.


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1. Why is it important for the esthetician to understand what is involved in effective telephone techniques even though the salon will usually employ a full-time receptionist? 2. How would you handle an error in your appointment book? (Example: The client insists that she was given an appointment at a specific time but another person’s name appears on the appointment book for the same time.) 3. How would you overcome the client’s price objections? 4. How would you handle a client who is consistently late for his or her appointment?


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The Salon Business

Lesson Plan 4 Key Points for Successful Salon Management TEXTBOOK REFERENCE: Chapter 27, pages 506–526. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know the key points for successful salon management. 2. Know how to handle emergencies in the salon.

FACILITY TO BE USED: Classroom or clinic TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. First aid manual (optional)


Review outline of the lesson to be presented. Review Questions (and Answers), topics for Discussion and Review. Organize materials needed for demonstration and practical work. Work out simulated routine for students. This would allow students to enact a scene or scenes dealing with various emergencies that could occur in the salon (optional).

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 27, pages 506–526. 2. Complete workbook assignments. 3. Read a short first aid manual or booklet.


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MOTIVATION TO BE EMPLOYED: Whether you work for a salon or own your own business, it is your duty as a professional esthetician to keep your salon neat, clean, and sanitary. The interior of a salon should be comfortable and attractively decorated. The exterior should reflect to the public that the salon is a highly respected and professional place of business. Every salon employee should have the welfare of the client in mind at all times and do all that is possible to assure safe conditions in the salon. Employees in a salon should be aware of all parts of the business operation that directly concern them and do their utmost to reflect the kind of image that is expected.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Review assignment or other activities. Lecture outline: A. Review the importance of the salon’s name and image. B. Review the importance of the physical appointments of a salon. C. Review the importance of the appearance and actions of the working staff of a salon. D. Review the importance of the salon receptionist. E. Discuss the importance of salon maintenance and safety in the salon. F. Discuss emergencies that could occur in the salon and how each problem is handled efficiently. Use simulation scenes when possible. 8. Employ Evaluation (Leading Questions). 9. Summarize (see Summary Statements). 10. Dismiss class.

SUMMARY STATEMENTS (Conclusions): Whether you are interested in owning a salon or in working for someone else, it is to your advantage to learn all you can about salon management and what is involved in keeping the business running in an efficient and professional manner. The employee who is interested in both helping the salon make a profit and in giving excellent services will be an asset to the salon and to the entire profession.

EVALUATION (Leading Questions): 1. In what way is a salon like a person? 2. What are some of the actions on the part of employees that can make a salon look unprofessional? 3. When a celebrity patronizes the salon, should he or she be given better treatment than that afforded regular clients? 4. Why is it necessary for the esthetician to be able to handle emergency situations?

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ASSIGNMENTS: 1. Read all of Chapter 28, Selling Products and Services.

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Selling Products and Services

Lesson Plan 1 Developing Your Business Through Promotion TEXTBOOK REFERENCE: Chapter 28, pages 527–541. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Understanding what selling is. 2. Know methods of promotion and their benefits.

FACILITY TO BE USED: Classroom, clinic, or other suitable room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products for use in demonstration of sales techniques


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Organize materials needed for demonstration.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Read Chapter 28 as needed. 2. Complete workbook assignments as needed. 3. Observe the attitudes and techniques of persons (in sales positions) with whom you come in contact. List some ways they might improve sales. 4. Observe attitudes and sales techniques of salespersons whom you admire for their sales abilities. List some of the techniques you can apply to sales in the salon.

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MOTIVATION TO BE EMPLOYED: Sales are important to the esthetician to build business and income. Just as a factory must sell the products it manufactures, an esthetician needs to sell his or her services and products.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review assignment, if necessary. Lecture outline: A. Discuss the nature of selling. B. Discuss short-term promotional benefits. C. Discuss long-term promotional benefits. D. Discuss various promotional methods. E. Discuss public relations. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS: Sales ability is an important skill for the esthetician. When using a product during a facial treatment, you are in a position to suggest it for home use (if available for home use) and interest the client in other products that will be beneficial. You must be familiar with your products in order to discuss them intelligently. Clients should be treated with courtesy and never be intimidated into buying products or services that are of questionable benefit.


Define selling. Why is it important to know how to promote yourself? Name four ways to promote your business. Why are public relations important to the salon?


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Lesson Plan 2 How to Advertise Your Salon TEXTBOOK REFERENCE: Chapter 28, pages 527–541. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Know how to direct the advertising for maximum results. 2. Know what types of media are best for you. 3. Know how to track the results of your advertising.

FACILITY TO BE USED: Classroom, clinic, or other suitable room TIME ALLOTMENT: One hour MATERIALS AND EQUIPMENT: 1. Notebook and pen 2. Products that may be needed for demonstration purposes

PRINTED MATTER: 1. Milady’s Standard Textbook for Professional Estheticians 2. Milady’s Standard Workbook for Professional Estheticians 3. Magazines or trade publications that may be useful in the discussion of products

VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lesson to be presented. 2. Review Questions (and Answers), topics for Discussion and Review. 3. Organize materials needed for demonstration.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review Chapter 28 as needed. 2. Complete workbook assignments as needed. 3. Collect magazines or trade publications that will help you to become acquainted with the various products on the market. Cosmetic catalogs, newspaper advertisements, and department store brochures will be helpful. 4. Observe differences in the size and containers of various products.

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MOTIVATION TO BE EMPLOYED: All successful businesses need to advertise to build business and create an image. It is important to have a plan. Poorly designed advertising can be costly and ineffective.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lesson, if necessary. Review Questions (and Answers), topics for Discussion and Review. Review workbook, if necessary. Employ Motivation (above). Review assignment, if necessary. Lecture outline: A. Discuss salon goals for advertising. B. Discuss how to create an ad. C. Discuss the media available for advertising. D. Discuss the help available to create your advertising. E. Discuss how to track your results. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY STATEMENTS (Conclusions): It takes teamwork to keep a salon running smoothly and profitably. Each employee must do his or her best to encourage new business and keep regular clients satisfied. The most successful salon owners show their appreciation for productive teamwork by giving raises and sharing profits whenever possible. Being a part of a successful team adds to your sense of accomplishment and pride in your profession.


What are some methods of advertising? Why is it important to plan your advertising carefully? Why is it important to track the results of your advertising? Why is it important to decide to whom you are directing your advertising?

ASSIGNMENTS: 1. Review as necessary.

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Lesson Plan 3 Interpersonal Communication Skills TEXTBOOK REFERENCE: Chapter 28, pages 527–541. LESSON OBJECTIVE: At the conclusion of this lesson, the student will: 1. Work with a client to best meet his or her needs. 2. Know how to handle a client on the telephone.

FACILITY TO BE USED: Classroom and/or clinic TIME ALLOTMENT: To be arranged by the teacher MATERIALS AND EQUIPMENT: 1. Notebook and pen


VISUAL AND AUDIO AIDS (when available) SPECIAL RESEARCH (for teachers): 1. Review outline of the lesson to be presented. 2. Organize materials needed for the presentation of the lesson.

PREPARATORY ASSIGNMENTS FOR STUDENTS: 1. Review lessons as needed. 2. Review or complete workbook assignments as needed. Note: The teacher may wish to review practical work and give additional assignments.


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MOTIVATION TO BE EMPLOYED: Being a good communicator is essential for the esthetician to be successful. You must be able to talk to clients intelligently and skillfully in order to ascertain their needs and then be able to satisfy their needs.

LESSON OUTLINE: 1. 2. 3. 4. 5. 6. 7. 8.

Take attendance. Make school announcements. Give quiz on previous lessons as needed. Review workbook, if necessary. Employ Motivation (above). Review assignments, if necessary. Give oral or written examinations or examination reviews as necessary. Lecture outline: A. Discuss the importance of consultation. B. Discuss the importance of product knowledge. C. Discuss the importance of being a good listener, asking questions, and being sensitive to the client. D. Discuss the importance of explaining the benefits of a product or service. E. Explain how to close a sale. F. Discuss the importance of good telephone skills. G. Discuss how to handle clients on the telephone. H. Discuss the importance of calling the client to promote, check up, and survey. 9. Employ Evaluation (Leading Questions). 10. Summarize (see Summary Statements). 11. Dismiss class.

SUMMARY: Note to teacher: As you conclude this course of study, you may wish to review with students the school’s policy regarding review of lessons (before or after graduation), counseling, and any other benefits.

EVALUATION (Leading Questions): 1. Why is it important to know how to communicate with the client? 2. Why is it important to be able to tell the client the benefits of a product? 3. Why are good telephone skills needed in the salon?

DISMISS CLASS CONGRATULATIONS ON A JOB WELL DONE!

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