Colouring Lesson 2

Colouring Lesson 2
The principles of colour selection.
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Slide 1: Slide
HairdressingHigher Education (non-degree)

This lesson contains 54 slides, with interactive quizzes, text slides and 1 video.

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Colouring Lesson 2
The principles of colour selection.

Slide 1 - Slide

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Aim - Know the basic principles of colour selection.
  • Recall the basic colour wheel.
  • Explain the differences between a primary, secondary and tertiary colour.
  • Analyse the colour wheel to give examples of complimentary colours.
  • Describe the different depths and tones found in the hair and how we use the international colour chart.
  • Be aware of the difference between Eumelanin and Pheomelanin.

Slide 2 - Slide

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Recall what remember about the colour wheel?
Keep thinking...
What does the person next to you know?
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0:30
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1:00
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1:00

Slide 3 - Slide

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Recall the following form last session
Primary colours, Secondary colours, Tertiary colours and Complementary colours.

Slide 4 - Open question

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Primary Colours
They are the source of all other colours. 

Primary colour cannot be made by mixing colour together.

Slide 5 - Slide

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Secondary colours.

Slide 6 - Drag question

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Recall how we can make secondary colours- give examples

Slide 7 - Open question

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Secondary Colours.


Secondary colours can be made by mixing primary colour together.

Slide 8 - Slide

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Give examples of Tertiary Colours

Slide 9 - Open question

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Tertiary Colours
  • In the same way mixing primary colours together gives you secondary colours.

  • Primary and secondary colours can also be mixed to create tertiary colours. 

  • There are six tertiary colours.




Slide 10 - Slide

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Drag each primary colour ...
... to its correct
complementary colour!
Green
Purple
Orange
Red
Yellow
Blue

Slide 11 - Drag question

Drag and Drop Quiz

Recall prior knowledge of complementary colours (colours opposite each other on the colour wheel).
Complimentary colours
These colours compliment 
each other but what else do they do?

What would happen if you mix the following?
Red and green
Blue and orange
Yellow and purple.


Slide 12 - Slide

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Slide 13 - Slide

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Slide 14 - Drag question

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4

Slide 15 - Video

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01:38
Depth and Tone
  • Hair colour is defined in terms of depth and tone.

  • Depth is the base colour (lightness or darkness) of the hair and ranges from 1 (black) to 10 (lightest blonde).

  • Tone refers to the warmth or coolness of a colour. There are two types of tone: primary and secondary.

Slide 16 - Slide

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01:52
International Colour chart
  • The ICC is a numbering system that all manufactures follow.

  • Everyone uses the same to describe the colour depth.

  • The depth refers how light or dark the hair is.

Slide 17 - Slide

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01:52
Number
Depth
1
2
3
4
5
6
7
8
9
10
Hair Depths
Black
Darkest Brown
Dark Brown
Medium Brown
Light Brown
Dark Blonde
Medium Blonde
Light Blonde
Very light blonde
Lightest Blonde

Slide 18 - Drag question

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02:25

Slide 19 - Slide

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Tones of the hair
Unfortunately, manufactures don't all use the same numbering system when describing tones. 

All manufactures have their own numbering system that you will need to learn.

All numbering systems describe the tone you see. 

All manufactures use a similar description of the tone, but the numbering system will vary.

Slide 20 - Slide

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Description of tone
Goldwell
Natural
Ash 
Gold
Pearl 
Copper
Mahogany 
Red
Violet
Brunette
Beige
Natural Ash
Centre
N
A
G
P
K
RV
V
B - 4-7
B - 8-10
NA
BP
R

Slide 21 - Drag question

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Slide 22 - Slide

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In the colour chart, the first digit after the depth is the stronger ‘primary tone’
For example 8A is light blonde with a strong tone of Ash.
When there are two tones the first number or letter is the stronger tone and the second is a minor tone.
For example
6GB – would be dark blonde with a strong Gold tone and a minor Brown tone.

Slide 23 - Slide

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8GB
Green
Gold
Brunette
Beige
Blonde
Light blonde
Dark Brown
Medium Blonde
Medium Brown

Slide 24 - Drag question

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Natural hair pigments
The cortex contains all the natural and artificial colour pigments of the hair. It is the layer of the hair where all chemical action takes place. You can see the hair’s colour through the transparent cuticle.

 
Natural hair pigment varies from person to person, depending on the colour pigments.

The pigments are called MELANIN and consist of two types:
Eumelanin and Pheomelanin.


Slide 25 - Slide

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Eumelanin
Eumelanin (dark hair) is made up of black to light brown colour pigments.


These are larger colour molecules with varying amounts of all three primary colours, but predominately contain blue and red pigments.

Slide 26 - Slide

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Pheomelanin
Pheomelanin (lighter hair) is made up of blonde colour pigments. 

These are tiny molecules of colour spread throughout the cortex, with varying amounts of red, yellow and orange colour molecules, but predominately contains yellow pigments.

Slide 27 - Slide

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Natural hair colour
  • If you looked at two heads of hair, one dark brown and one light brown, both would have the same amount of colour pigments, but the amounts of blue, red and yellow melanin would vary. 
  • These different combinations give us depths and tones.

  • Clients with darker hair (more eumelanin pigments) who want a much lighter result may need to have their hair PRE-LIGHTENED before applying the final colour choice. 
  • This technique involves lightening the hair with a lightening product and suitable strengths peroxide to the desired level of lift, before adding your chosen tone. 
  • The tone can be added with a semi-permanent, quasi-permanent or even a permanent colour with a low-level peroxide.

Slide 28 - Slide

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What technique may be needed for clients with darker hair who want a much lighter result?
A
Adding a toner
B
Pre-lightening the hair
C
Applying a semi-permanent color
D
Using a high-level peroxide

Slide 29 - Quiz

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Which type of melanin is predominant in dark hair?
A
Pheomelanin
B
Red melanin
C
Eumelanin
D
Blue melanin

Slide 30 - Quiz

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What is the cortex of the hair responsible for?
A
Containing natural and artificial color pigments
B
Protecting the hair cuticle
C
Producing melanin
D
Determining the hair's texture

Slide 31 - Quiz

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What does the first number or letter represent in a hair color with two tones?
A
The stronger tone
B
The minor tone
C
The brand of the hair color
D
The depth of the hair color

Slide 32 - Quiz

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Have you ever lightened, or watched a colleague lightening, someone’s hair with a base 4 or 5 – and got stuck at the yellow/orange stage?
Yes
No

Slide 33 - Poll

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Undertones

This is because the pheomelanin pigments are smaller and harder to remove. You need to understand what the natural shade has underneath to make it that depth.

When you are removing colour you will be lifting colour – both natural and artificial – out of the hair.

Slide 34 - Slide

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Neutralising unwanted colour tones
  • The colour star is also used to help us neutralise unwanted colour tones. The colours opposite each other will cancel each other out.
  • If a colour result has a green tone, you would need to add a red toner to neutralise it.
  • The most common toners used have violet or blue in to neutralise yellow or orange tone on the hair when lightening.


Slide 35 - Slide

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 Keywords Task-  Write a paragraph using as many keywords as possible. Remember to check spellings... 
Once completed swap your work with a peer and get them to check if they can add or amend any aspects.
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5:00
List the key aspects that you can think that relate to ' The Colour wheel'

Slide 36 - Mind map

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Which color is used to neutralize a green tone in hair?
A
Red
B
Yellow
C
Blue
D
Violet

Slide 37 - Quiz

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What is the technique called when you lighten the hair before applying a final color?
A
Color blending
B
Hair bleaching
C
Pre-lightening
D
Tone addition

Slide 38 - Quiz

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What are the primary colors predominantly found in eumelanin?
A
Green and violet
B
Black and brown
C
Blue and red
D
Yellow and orange

Slide 39 - Quiz

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Which type of hair pigment is responsible for dark hair?
A
Eumelanin
B
Melanin
C
Pheomelanin
D
Blond melanin

Slide 40 - Quiz

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What is the first digit after the depth in a hair color numbering system?
A
The minor tone
B
The secondary tone
C
The undertone
D
The stronger ‘primary tone’

Slide 41 - Quiz

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Removing depth and tones

Slide 42 - Slide

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Underlying tones.

Slide 43 - Drag question

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Slide 44 - Slide

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Does tint lift tint?
Yes
No

Slide 45 - Poll

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If there is a permanent colour already on your clients hair and they want to achieve a lighter tone, you need to remember tint does lift tint

Meaning a permanent colour will not lift any artificial colour on the hair. This would require you to pre-lighten the hair to achieve the desired colour.

Equally if the level of lift required by the client is not achievable using a permanent colour with 12%, then you would need to pre-lighten the hair with the lightening products first.

Slide 46 - Slide

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What happens when you mix red and green?
A
It creates a purple colour.
B
It creates a yellow colour.
C
It creates a brown colour.
D
It creates a red colour

Slide 47 - Quiz

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What do complimentary colours do?
A
They compliment each other.
B
Complimentary colours do not have any specific function.
C
Complimentary colours clash with each other.

Slide 48 - Quiz

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What are tertiary colours?
A
Tertiary colours cannot be made by mixing colours.
B
Colours created by mixing primary and secondary colours.
C
There are only three tertiary colours.

Slide 49 - Quiz

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How are secondary colours created?
A
Secondary colours cannot be made by mixing colours.
B
By mixing primary colours together.
C
Tertiary colours are secondary colours.

Slide 50 - Quiz

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What are primary colours?
A
They are the source of all other colours.
B
Secondary colours are primary colours.
C
Primary colours can be made by mixing colours together.

Slide 51 - Quiz

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Write down 3 things you learned in this lesson.

Slide 52 - Open question

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.
Write down 2 things you want to know more about.

Slide 53 - Open question

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.
Ask 1 question about something you haven't quite understood yet.

Slide 54 - Open question

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.