Senior High School

Home Economics
Quarter 1 - Module 1
Hairdressing II
Home Economics- Senior High School
Alternative Delivery Mode
Quarter 1 - Module 1: Hairdressing II
First Edition, 2020

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 Senior
Senior High
High School
School

Home
Economics
Quarter 1 - Module 1
Hairdressing II

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 Table of Contents
What This Module is About…………………………………………………………………………….i
What I Need to Know…………………………………………………………………………………....i
How to Learn from this Module……………………………………………………………………….ii
Icons of this Module……………………………………………………………………………………..ii

What I Know………………………………………………………………………………………………iii

Lesson 1:
Fundamentals in Hair Coloring and Hair Bleaching
What I Need to Know………………………………………………………………..1
What’s In……………………………………………………………………………….1
What’s New……………………………………………………………………………1
What Is It……………………………………………………………………………….2-10
What’s More …………………………………………………………………………..10
What I Have Learned………………………………………………………….12
What I Can Do ………………………………………………………………………..13

Summary ....................................................................................................................... 15
Assessment: (Post-Test) ……………………………………………………………………………...15-16
Key to Answers......................................................................................................................................... 17
References................................................................................................................................................. 18

i
What This Module is About

This module covers the fundamental procedures in hair coloring. This also aims to
introduce learners proficient in basic hairdressing skills to equip them with the theoretical
knowledge to support the skills. This prepares learners for further training in the hairdressing
industry.

The following is the lesson contained in this module:

1. Fundamentals in hair coloring and hair bleaching.

What I Need to Know

At the end of this module, you should be able to:

1. Fundamentals in hair coloring and hair bleaching (TLE_HEHD9-12CB-Ia-b-1)

1.1 Perform preliminary steps on hair coloring
1.2 Use tested products, implements and supplies
1.3 Classify various hair coloring
1.4 Describe various types of hair coloring application
1.5 Conduct scalp and hair analysis
1.6 Identify the effects of allergies and hair treatment to hair coloring activity
1.7 Perform skin test/patch test carefully
1.8 Discuss hair coloring applications
1.9 Explain dimensional highlighting

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:

• Take your time in reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises diligently.

• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

Pre-Test
Multiple Choice. Select the letter of the best answer from among the given choices.

1. _____________is the ability of the hair to stretch and return to its original length without
breaking.
A. texture C. porosity
B. elasticity D. growth

2. The test to find out whether the patron’s skin reacts to chemicals in the permanent
coloring you are going to used is called __________.
A. patch test C. porosity test
B. strand test D. color test

3. The test during processing, to check progress of color is referred to as ____________.

A. porosity test C. strand test
B. elasticity test D. patch test

4. The types of hair coloring which do not penetrate the hair cuticle and remains for the
hair only until they are washed off is called ____________.
A. temporary hair color C. permanent coloring
B. semi-permanent coloring D. vegetable coloring

5. An aniline derivative tint should not be used if the following condition is recognized
except one.
A. Signs of positive skin test. C. Signs of negative skin test
B. Contagious scalp or hair disorders. D. Scalp irritation or eruption.

iii
 Fundamentals in Hair Coloring
Lesson and Hair Bleaching
1
What I Need to Know

Fundamentals in hair coloring and hair bleaching (TLE_HEHD9-12CB-Ia-b-1)

1.1 Perform preliminary steps on hair coloring
1.2 Use tested products, implements and supplies
1.3 Classify various hair coloring
1.4 Describe various types of hair coloring application
1.5 Conduct scalp and hair analysis
1.6 Identify the effects of allergies and hair treatment to hair coloring activity
1.7 Perform skin test/patch test carefully
1.8 Discuss hair coloring applications
1.9 Explain dimensional highlighting

What’s In

After dealing with the assessment of the patron’s hair, hair cutting needs, the
appropriate reception to be extended, the analysis of the hair condition, texture, density and
length, and the proper protective clothing materials to be used in Hairdressing I, you are now
ready to know what are the proper procedure in hair coloring.

What’s New

One of the most creative, challenging, and popular salon services is haircoloring.
Nearly all adults and many teens now color their hair. You will probably find that most of your
clients, at some time or another, will want to enhance their hair color, change their hair color,
or cover gray. The increasing demands and expectations of clients have made coloring, and
in particular special color effects, the ‘must have’ of hairdressing. With these reasons, it is a
must that you will know the fundamentals in hair coloring and hair bleaching.

2
 What Is It

To ensure successful results when performing haircoloring services, the colorist must
follow a prescribed procedure. A clearly defined system makes for the greatest efficiency, and
the safest and most satisfactory results. Without such a plan, the work will take longer, results
will be uneven, and mistakes may be made.

Lesson 1.1: Preliminary Strand Test Procedure

1. Mix equal parts of color selected to oxidizing solution.
2. Apply mixture to the full length of dry hair strand. Retain it on the hair until the desired shade
is developed and/or achieved.
3. Wash, dry and examine the hair strand. Proceed with the coloring if the results are
satisfactory.

Lesson 1.2: Use tested products, implements and supplies

Select appropriate products, tools and equipment for hair coloring service:
-Learners must organize all products, tools and equipment in advance, making provision for a
diverse range of client’s requirements.

- The coloring products should be in good condition and appropriate for the coloring and
lightening service

- Learners must ensure tools are placed in logical order for use on a clean towel or disposable
towel to prevent cross-infection

- Learners must ensure that any equipment used for the hair coloring service is ready for
service and in working order

Tools and equipment used for coloring service to include

- Cutting comb, pin tail comb, wide tooth comb, brush, sectioning clips, plastic bowl, plastic
brush, electric accelerator (if required), measuring jugs/scales, foil, meche. Any electrical
equipment identified for accelerating the color or lightening product and the finishing service
must be prepared safely and turned on only when appropriate.

3
 Figure 1: Shows the tools and equipment in coloring procedure

Measuring flasks and mixing bowls – measuring hydrogen peroxide at any strength
must be accurate; the amount used in relation to color is a critical factor to successful
outcome. All gel and cream colors, when mixed, will be stiff enough not
to run or drip when either on the brush or on the hair.

Brushes – used to distribute color evenly and accurately on the hair; these must be
thoroughly washed and sterilized between clients.

Sectioning clips – these are used to section the hair to make applying the color
easier; they also prevent different sections of hair touching once the color has been
applied.

Barrier cream – used as a physical barrier to prevent staining around the client’s
face/hairline. Also particularly useful if client has any general sensitivity to chemical-
based products.

Disposable vinyl gloves – It is recommended as best practice to wear a glove of

30cm in length to offer protection to the wrist area.

Towels and gowns – each client must have a fresh, clean towel and gown. These
should be washed on a suitable (washing machine) wash programme at 60°C to
remove any soiling or staining and to prevent the spread of infection by killing any

4
 bacteria. Fabric conditioners may be used to provide a luxurious softness and
freshness. Most salons have special ‘color-proof’ gowns for coloring and lightening
processes. These gowns are resistant to staining and are made from finely woven
synthetic materials that will stop color spillages from getting through onto the client’s
skin or clothes.

Lesson 1.3: Types of Hair Coloring

The four most common classifications are permanent, demi-permanent (sometimes called
deposit only), semi-permanent, and temporary.

Lesson 1.4: Describe Various Types of Hair Coloring Application

1. Permanent haircolor- Changes existing haircolor. It covers gray and creates bright
or natural-looking haircolor changes. Permanent colors are made in a wide variety of
shades and tones. They can cover white and natural colored hair to produce a range
of natural, fashion and fantasy shades. Hydrogen peroxide is mixed with permanent
color. This oxidizes the hair’s natural pigments and joins the small synthetic pigments
together with the natural ones in a process called polymerization. The hair will then
retain the color permanently in the cortex. Colored hair will gradually grow out as new
hair growth shows the natural hair color. Hair in poor condition, however, may not hold
the color and coloring could result in patchy areas and color

2. Demi-permanent color- Blends gray hair It enhances natural color, refreshes faded
color and serves as filler in color correction. It is also called tone-on-tone colors; these
will gradually wash/fade and grow out of the hair

3. Semi-permanent color- Introduces a client to haircolor services. It adds subtle color

results. Semi-permanent colors contain pigments which are deposited in the hair
cuticle and outer cortex. No developer/oxidizers are required. The color gradually
fades each time hair is shampooed. The color will last 6 – 8 washes or longer
depending on the porosity of the hair.

4. Temporary color- Creates fun, bold results and easily shampoos from the hair.
Neutralizes yellow hair. This is available in the form of lotions, creams, mousses, gels,
lacquers, sprays, crayons, chalks, paints, mascaras and glitter dust. On hair in good
condition these do not penetrate the hair cuticle, nor do they directly affect the natural
hair color: they simply sit on the cuticle until washed off.

5
Lesson 1.5 Scalp and Hair Analysis
All successful salon services must begin with a thorough analysis of the condition of
the client’s scalp and client’s hair type. Knowing the client’s scalp condition and the client’s
hair type allows you to prepare and make decisions about the results that can be expected
from the service.
Hair analysis is performed by observation using the senses of sight, touch, hearing,
and smell. The four most important factors to consider in hair analysis are texture, density,
porosity, and elasticity. Other factors that you should also be aware of are growth pattern and
dryness versus oiliness.

Texture
Hair texture is the thickness or diameter of the individual hair strand. Hair texture can
be classified as coarse, medium, or fine and can vary from strand to strand on the same
person’s head.

Coarse Hair Medium Hair Fine Hair

Figure 2: Shows different texture of hair

 Coarse hair texture has the largest diameter. It is stronger than fine hair, for the same
reason that a thick rope is stronger than a thin rope. It is often more resistant to
processing than medium or fine hair, so it usually requires more processing when you
are applying products such as hair lighteners, haircolors, permanent waving solutions,
and chemical hair relaxers.
 Medium hair texture is the most common texture and is the standard to which other
hair is compared. Medium hair does not pose any special problems or concerns.
 Fine hair has the smallest diameter and is more fragile, easier to process, and more
susceptible to damage from chemical services than coarse or medium hair.

As with hair cuticle analysis, hair texture can be determined by feeling a single dry strand
between the fingers. Take an individual strand from four different areas of the head—front
hairline, temple, crown, and nape— and hold each strand securely with one hand while feeling
it with the thumb and forefinger of the other hand. With a little practice, you will be able to feel
the difference between coarse, medium, and fine hair.

6
Density
Hair density measures the number of individual hair strands on 1 square inch (2.5
square centimeters) of scalp. It indicates how many hairs there are on a person’s head. Hair
density can be classified as low, medium, or high (also known as thin, medium, or thick/dense).
Hair density is different from hair texture—individuals with the same hair texture can have
different densities. Some individuals may have coarse hair texture (each hair has a large
diameter), but low hair density (a low number of hairs on the head). Others may have fine hair
texture (each hair has a small diameter), but high hair density (a high number of hairs on the
head).

Porosity
Hair porosity is the ability of the hair to absorb moisture. The degree of porosity is
directly related to the condition of the cuticle layer. You can check porosity on dry hair by
taking a strand of several hairs from four different areas of the head (front hairline, temple,
crown, and nape). Hold the strand securely with one hand while sliding the thumb and
forefinger of the other hand from the end to the scalp. If the hair feels smooth and the cuticle
is compact, dense, and hard, it is considered resistant. If you can feel a slight roughness, it is
considered porous. If the hair feels very rough, dry, or breaks, it is considered highly porous
and may have been over processed.

Elasticity
Hair elasticity is the ability of the hair to stretch and return to its original length without
breaking. Hair elasticity is an indication of the strength of the side bonds that hold the hair’s
individual fibers in place. Check elasticity on wet hair by taking an individual strand from four
different areas of the head (front hairline, temple, crown, and nape). Hold a single strand of
wet hair securely and try to pull it apart. If the hair stretches and returns to its original length
without breaking, it has normal elasticity. If the hair breaks easily or fails to return to its original
length, it has low elasticity.

Other Factors in Performing Scalp and Hair Analysis:

1. Hair Growth Patterns
Hair growth patterns are important to identify and consider, especially when preparing
to shape and style the hair. During your hair analysis, you should identify any and all hair
growth patterns and take them into consideration when creating the overall look, haircut or
hairstyle the client wants to achieve. Hair follicles that grow out of the head at a perpendicular,
90-degree angle or in a straight direction from the head may cause the following growth
patterns to result:

7
• A hair stream is hair flowing in the same direction, resulting from follicles sloping in the same
direction. Two streams flowing in opposite directions from the head form a natural part in the
hair.
• A whorl (WHORL) is hair that forms in a circular pattern, as on the crown of the head. A whorl
normally forms in the crown with all the hair from that point growing down.
• A cowlick (KOW-lik) is a tuft of hair that stands straight up. Cowlicks are usually more
noticeable at the front hairline but they may be located anywhere on the head.

2. Dry Hair and Scalp

Dry hair and scalp can be caused by inactive sebaceous glands. These conditions are
aggravated by excessive shampooing or by a dry climate. The lack of natural oils (sebum)
leads to hair that appears dull, dry, and lifeless. Dry hair and scalp should be treated with
products that contain moisturizers and emollients. People with dry hair and scalp should avoid
frequent shampooing, along with the use of strong soaps, detergents, or products with a high
alcohol content because these products could aggravate existing conditions. Dry hair should
not be confused with overly porous hair that has been damaged by thermal styling, chemical
services, or environmental conditions.

3. Oily Hair and Scalp

Oily hair and scalp, characterized by a greasy buildup on the scalp and an oily coating
on the hair, are caused by improper shampooing or overactive sebaceous glands. Oily hair
and scalp can be treated by properly washing with a normalizing shampoo. A well-balanced
diet, exercise, regular shampooing, and good personal hygiene are essential to controlling oily
hair and scalp.

Lesson 1.6: Skin Irritation and Allergy in Hair Coloring Activity

In certain individuals, the use of hair coloring can result in allergic reaction and/or skin
irritation. Symptoms of these reactions can include redness, sores, itching, burning sensation
and discomfort. If any of these symptoms occur, alert your hair colorist immediately so that
they can remove the color. Symptoms will sometimes not be apparent immediately following
the application and processing of the tint, but can also arise after hours or even a day later.
To help prevent or limit allergic reactions, the majority of hair color products recommend that
the client conduct a patch test before using the product. This involves mixing a small quantity
of tint preparation and applying it directly to the skin for a period of 48 hours. If irritation
develops, manufacturers recommend that the client not use the product. A skin patch test is
advised before the use of every coloring process, since allergies can develop even after years
of use with no reaction.

8
Lesson 1.7: Skin test/ Patch test
A patch test, also known as predisposition test, is a test for identifying a possible allergy
in a client. The color used for the patch test must be the same as the color that will be used
for the haircolor service. A negative skin test will show no sign of inflammation and indicates
that the color may be safely applied. A positive result will show redness and a slight rash or
welt. A client with these symptoms is allergic, and under no circumstances should she receive
a haircolor service with the haircolor tested.

Lesson 1.8: Hair Coloring Applications

Temporary Color
- Large molecules do not penetrate cuticle.
- Color coats the shaft only; creates a physical change in the hair.
- Process is good for neutralizing unwanted tones.
- These are available in
 Color rinses
 Colored mousses and gel
 Hair mascara
 Spray-on haircolor
 Color-enhancing shampoos
Figure 3: Shows how
temporary color penetrate the
client’s hair

Semi-permanent Haircolor
- Lasts through several shampoos
- Partially penetrate hair shaft
- Diffuses out of hair during shampooing
- No regrowth maintenance
- Formulated with ammonia
- Can be used right out of the bottle
- After rinse, can be used to prevent fading Figure 4 Shows how semi-
permanent color penetrate
the client’s hair

9
Demi-permanent Haircolor
- Is similar to semi-permanent but long lasting
- Can penetrate hair shaft
- Is deposit-only; no lifting power
- Has smaller pigment molecules
- Gives vivid color results
- Causes little to no damage
- Has low to no ammonia
Figure 5 Shows how demi-
- Is ideal for covering unpigmented hair permanent color penetrate
the client’s hair
- Requires a patch test

Permanent Haircolor
- Mixed with a developer and remains in the hair permanently
- Best for covering gray hair
- Contains ammonia, oxidative tints, and peroxide
- Requires a patch test
- Contains aniline derivatives, very small compounds that
penetrate the hair shaft
- Aniline derivatives, combined with H2O2 penetrate the cortex
- Color cannot be shampooed out
- This simultaneously removes natural pigment while
Figure 6 Shows how
adding artificial color. permanent color penetrate
the client’s hair

Lesson 1.9: Dimensional Highlighting

Highlighting involves coloring some of the hair strands lighter than the natural color
to add a variety of lighter shades and the illusion of depth. Subtle highlights do not contrast
strongly with the natural color. Light colors cause the light area to advance toward the eye, to
appear larger, and to make details more visible.
When the hair is decolorized to the desired level during a highlighting service, the use
of a toner may not be necessary. However, the use of a pale soft blond with cool or warm
tones does create a finished appearance to the overall color result. When using a toner on
highlighted hair, it is important to consider not only the varying degrees of porosity in the hair,
but also the difference in pigmentation from strand to strand that was created by the lightening
process. Although an oxidative toner will add color to the highlighted strands, it might also
cause a slight amount of lift to the natural or pigmented hair. Perform a strand test to ensure
best results.

10
To avoid affecting the untreated hair, choose from the following options:
• A non-oxidative toner, which contains no ammonia, requires no developer (thus producing
no lift of the natural hair color) and is gentle on the scalp and hair.
• Semi-permanent color may be used to deposit color without lift. Select a color that is delicate
enough to avoid overpowering the pre-lightened hair. Always check the manufacturer’s color
chart
to make sure that the combination of your chosen toner and the contributing pigment will
produce the desired color results.
• A demi-permanent haircolor may also be used to deposit color. It will not cause additional
lightening and lasts longer than temporary or traditional semi-permanent colors.

What’s More

Research more about the effects of allergies in hair coloring. . Include pictures
and put labels on them. Then mount your picture in your portfolio. Label it well and be
creative. Use a long bond paper and a long expanded folder in doing your portfolio.
You can also opt by making an E-Portfolio and send softcopies to your teachers’ E-
mail address especially made for this class. Follow the sample filename format.
Example: CRUZ_Effects of Allergies in Hair Coloring

Here is the rubric that will serve as your guide in making your portfolio. Please be guided
accordingly.

Description: This rubric will be the basis in grading your portfolio. These would include all your
artworks/outputs/performance.

11
 Good Fair Needs Points
Very Good
Criteria 3 2 Improvement
4
1
Elements & Planned carefully, The artwork The student did The assignment
Principles of made sketches, shows that the the assignment turned in, but
and showed an student applied adequately, yet showed little
Design advances the principles of shows lack of evidence of any
awareness of the design while planning and little understanding of the
elements and using one or evidence that an elements and
principles of more elements overall principles of art; No
design. Students effectively. composition was evidence of planning.
wet above Student met planned. Student did the
expectations expectations. minimum of work
required.
Craftsmanship All aspects of the With a little more The student Below average
& Neatness artwork were effort in finishing showed average craftsmanship, lack
considered and techniques, the craftsmanship; of pride in finished
patiently artwork could be adequate, or not artwork. Showed
competed. The outstanding. as good as the little evidence of
finished product is Overall, the student’s effort and/or lack of
a result of careful project is clan previous abilities, understanding.
meticulous and without a bit careless. Includes obvious
planning. The major defects Minor defects deficits like folds,
craftsmanship is like folds/rips. may be present. rips, stray marks,
“outstanding”. and/or breaks.
Project is pristine
and well kept.

Time and Class time was Class time was Class time was Class time was not
Management used wisely. used wisely. not fully utilized. used wisely. Little
Much time and Some time went Little time went went into the artwork.
went into the into planning into the planning Student was often off
planning and and design of and design of the task and not focused
design of the the artwork. The artwork. The on the project.
artwork. Student student needed student was
was self- some sometimes
motivated the refocusing but distracted or
whole tie seeking managed well. off/task.
assistance as
needed.
Execution, The artwork was The artwork was The artwork was The artwork was
Originality, & successfully successfully partially begun, but never
Uniqueness executed from executed from successfully completed. What
concept to a concept to executed, with a work was done was
completion, with a completion. few unique highly derivative of
novel and original Unique & aspects. the samples or other
approach. original with student’s work.
some evidence
from samples.
Requirements All requirements All requirements One requirement More than one
are met and are met. was not met requirement was not
exceeded. completely. met.

12
 What I Have Learned

Essay Test. Direction: Read and answer the following questions. Explain your
answer in 3-5 sentences. You can use a separate sheet of paper to write your answer.

1. Why it is important to perform of skin test/patch test?

2. Enumerate the factors to be considered in scalp and hair analysis.

3. What are the effects of allergies in hair coloring?

Here is the rubric that will serve as your guide in answering your essay test. Please be guided
accordingly.

Description: This rubric will serves as a guide in your essay writing.

13
 Areas of A B C D
Assessment (4 points) (3 points) (2 points) (1 point)

Ideas Presents ideas in an Presents ideas in Ideas are too Ideas are vague
original manner a consistent general or unclear
manner
Organization Strong and Organized Some No organization;
organized beg/mid/end organization; lack beg/mid/end
beg/mid/end attempt at a
beg/mid/end
Understanding Writing shows Writing shows a Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated use of Nouns and verbs Needs more Little or no use
nouns and verbs make essay nouns and verbs of nouns and
make the essay very informative verbs
informative
Sentence Sentence structure Sentence Sentence No sense of
Structure enhances meaning; structure is structure is sentence
flows throughout the evident; limited; sentences structure or flow
piece sentences mostly need to flow
flow
Mechanics Few (if any) errors Few errors Several errors Numerous errors

What I Can Do
Give some helpful tips when you do hair coloring procedure Give some pictures in
every steps in the procedure. You can search on the Internet. Then mount your picture in your
portfolio. Label it well and be creative. Use a long bond paper and a long expanded folder in
doing your portfolio. You can also opt by making an E-Portfolio and send softcopies to your
teachers’ E-mail address especially made for this class. Follow the sample filename format.
Example: CRUZ_Tips in Hair Coloring Procedure

Here is the rubric that will serve as yoyr guide in making your portfolio. Please be guided
accordingly.

14
Description: This rubric will be the basis in grading your portfolio. These would include all your
artworks/outputs/performance.

Good Fair Needs Points

Very Good
Criteria 3 2 Improvement
4
1
Elements & Planned carefully, The artwork The student did The assignment
Principles of made sketches, shows that the the assignment turned in, but
and showed an student applied adequately, yet showed little
Design advances the principles of shows lack of evidence of any
awareness of the design while planning and little understanding of the
elements and using one or evidence that an elements and
principles of more elements overall principles of art; No
design. Students effectively. composition was evidence of planning.
wet above Student met planned. Student did the
expectations expectations. minimum of work
required.
Craftsmanship All aspects of the With a little more The student Below average
& Neatness artwork were effort in finishing showed average craftsmanship, lack
considered and techniques, the craftsmanship; of pride in finished
patiently artwork could be adequate, or not artwork. Showed
competed. The outstanding. as good as the little evidence of
finished product is Overall, the student’s effort and/or lack of
a result of careful project is clan previous abilities, understanding.
meticulous and without a bit careless. Includes obvious
planning. The major defects Minor defects deficits like folds,
craftsmanship is like folds/rips. may be present. rips, stray marks,
“outstanding”. and/or breaks.
Project is pristine
and well kept.

Time and Class time was Class time was Class time was Class time was not
Management used wisely. used wisely. not fully utilized. used wisely. Little
Much time and Some time went Little time went went into the artwork.
went into the into planning into the planning Student was often off
planning and and design of and design of the task and not focused
design of the the artwork. The artwork. The on the project.
artwork. Student student needed student was
was self- some sometimes
motivated the refocusing but distracted or
whole tie seeking managed well. off/task.
assistance as
needed.
Execution, The artwork was The artwork was The artwork was The artwork was
Originality, & successfully successfully partially begun, but never
Uniqueness executed from executed from successfully completed. What
concept to a concept to executed, with a work was done was
completion, with a completion. few unique highly derivative of
novel and original Unique & aspects. the samples or other
approach. original with student’s work.
some evidence
from samples.
Requirements All requirements All requirements One requirement More than one
are met and are met. was not met requirement was not
exceeded. completely. met.

Summary
15
 Temporary colorants are the mildest form of hair coloring.
Semi-permanent color penetrates the cuticle of the hair but do not alter the natural
pigmentation structure and simple coats the cortex with color.
Demi-permanent color- enhances natural color, refreshes faded color and serves as
filler in color correction. It is also called tone-on-tone colors; these will gradually
wash/fade and grow out of the hair.
Permanent tints change the structure of the hair and alter its natural hair color.
The four most important factors to consider in hair analysis are texture, density,
porosity, and elasticity.
Highlighting involves coloring some of the hair strands lighter than the natural color
to add a variety of lighter shades and the illusion of depth. Subtle highlights do not
contrast strongly with the natural color. Light colors cause the light area to advance
toward the eye, to appear larger, and to make details more visible

Assessment: (Post-Test)

A. True or False: Write TRUE if the statement is correct and FALSE if the statement is not
correct.

__________1. Hair texture is the thickness or diameter of the individual hair strand.
__________2. Hair density is the ability of the hair to absorb moisture.
__________3.Hair porosity indicates how many hairs there are on a person’s head.
__________4. Hair elasticity is an indication of the strength of the side bonds that hold the
hair’s individual fibers in place.
__________5. Hair growth patterns is also one of the factors to consider in performing scalp
and hair analysis.

B. Identification. Write the correct hair colorig in each number.

__________1. It penetrates the cuticle of the hair but do not alter its natural pigmentation.
__________2. It enhances natural color, refreshes faded colors and serves as filler in color
correction.
__________3. It changes the structure of the hair and its natural color.
__________4. It is the mildest form of hair coloring.
__________5. It involves coloring some of the hair strands lighter than the natural color.

C. Multiple Choice. Answer the question that follows. Choose the best answer from among
the given choices.

16
1. It is used to measure hydrogen peroxide accurately.
A. measuring flasks C. brushes
B. mixing bowl D. sectioning clips

2. Used to mix gel and cream colors evenly.

A. measuring flasks C. brushes
B. mixing bowl D. sectioning clips

3. Used to distribute color evenly on the hair.

A. measuring flasks C. brushes
B. mixing bowl D. sectioning clips

4. Used to section hair to apply color easier.

A. comb C. barrier cream
B. brush D. sectioning clips

5. Used as a physical barrier to prevent staining around the client’s face/hairline.

A. comb C. barrier cream
B. brush D. sectioning clips

17
References

18
Kibbe, Constance; Standard Textbook of Cosmetology, Milady Publishing Corporation,
New York, 1986

Palladino, Leo; Hairdressing-The Foundation Third Edition Thomson Learning, Third Edition 1
998

Adler, Trip, et.al, “Haircoloring” Hair Coloring Theory, CH—21Haircolor.pdf,

http://www. Scribd.com/document/434160712/Hail-Coloring-Theory-pdf,
(accessed July 9, 2020)

Cox, Janelle, Sample Essay Rubric for Teachers, https://www.thoughtco.com/essay-rubric-

2081367, (accessed September 2, 2020)

Gibbons, Eric, et.al, Universal Project Rubric, www.firehousepublications.com , (accessed

September 2, 2020)

Johana, “Draping” PowerPoint PPT Presentation, https://www.slideserve.com/johana/draping

(accessed July 9, 2020)

Oglesby, Sarah Oglesby; “7 Golden Rules of Hair Colouring-Plus Free PDF” Hair Colouring,
https://myhairdressers.com/blog/7-golden-rules-hair-colouring/ (accessed July 9, 2020)

Scheffer, Cynthia, et.al, “ Chapter 11: Properties of the Hair and Scalp, Milady Standard
Cosmetology,http://college.cengage.com/cosmetology/course360/milady_0840024789/eboo
k/milady_9781439059302_ch11.pdf (accessed July 7, 2020)

Scheffer, Cynthia, et.al, “Chapter 17: Hairstyling, Milady Standard

Cosmetology,http://college.cengage.com/cosmetology/course360/milady_0840024789/eboo
k/milady_9781439059302_ch11.pdf (accessed July 8, 2020)

Scheffer, Cynthia, et.al, “ Chapter 21: Haircoloring, Milady Standard Cosmetology,

http://college.cengage.com/cosmetology/course360/milady_0840024789/ebook/milady_978
1439059302_ch21.pdf (accessed July 7, 2020)

Valdera, Cristine, et.al, Rubric to Asess a Video Assignment in the Classroom”,

https://www.slideshare.net/mobile/cedecite/2rubric-assessment-video ,(accessed September
2, 2020)

Warren, Whitney, et.al, “Hair Coloring”, https://allstarce.com>2015/06PDF (accessed July 8,

2020)

Youngs, Karle, et.al, “Colouring Products, Equipment and their Use” Hairdressing Training
Guide, https://hairdressing.jisc.ac.uk/resources/colouringproductsguide/, (accessed July 8,
2020)

Youngs, Karle, et.al, “Shampooing Guide” Hairdressing Training Guide,

https://hairdressing.jisc.ac.uk/resources/shampooingguide/, (accessed July 8, 2020)

19
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