Evaluating Salon Marketing Techniques

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Cosmetology II

  • TEKS Student Expectations

    • (2) The student consolidates academic skills to satisfy the requirements of Cosmetology. The student is expected to:
      • (D) critique marketing principles when selecting and using media to attract and retain clientele
    • (4) The student categorizes and judges both the function and application of the tools, equipment, technologies, and materials used in cosmetology. The student is expected to:
      • (C) use technology resources to analyze data and information in order to make appropriate recommendations and conclusions for personal care services
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • understand the importance of advertising for a salon
    • critique salon advertisements for key components
    • design and create a flyer for a salon
  • Rationale


    Building a clientele for your salon can be challenging. Knowing how to make a simple flyer advertising your services is an easy, low-cost marketing tool that may attract new customers and showcase your salon. This lesson will introduce you to marketing techniques used in the industry.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Advertising: A promotional message about a product that is paid for by an identified sponsor

    Flyer: A one-sheet printed advertisement usually handed out, posted on bulletin boards or poles, slipped under doors or put on car windshields

    Marketing: Developing products that meet customer needs and promoting those needs so that customers will buy them

    Marketing Mix: The combination of decisions made about product, price, place and promotion

    Marketing Plan: Outlines all of the research obtained regarding the clients your business will target and their needs, wants and habits

    Target Market: Research that is done to learn about the market and potential customers

  • Materials/Specialized Equipment Needed


    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (follow your district’s Acceptable Use Policy)
    • remote


    • salon advertisement flyers (samples, if available)


    • business cards (various)
    • newspapers
    • salon magazines
    • trade journals


    • Microsoft® Word Flyer templates

    • copies of all handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class:

    Become familiar with the following articles:

    Display as many of the materials and supplies from the Materials or Specialized Equipment Needed section as you have available on a table in front of the classroom.

    Distribute graphic organizer KWL Chart – Marketing Techniques (see All Lesson Attachments tab) and ask students to complete the first two sections:

    • K – What do I know about the importance of advertising and media marketing for a salon?
    • W – What do I want to know about the importance of selecting the proper advertising and media outlet for a salon?

    The last column will be completed at the close of the lesson.

    Discuss with your students the importance of attracting new clients and maintaining current clients.

    Lead a class discussion on target market areas based on the services the salon will offer.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Distribute graphic organizer Evaluating Salon Marketing Techniques Notes (see All Lesson Attachments tab) so that students may take notes during the slide presentation.

    Introduce PowerPoint™ Evaluating Salon Marketing Techniques (see All Lesson Attachments tab) and lead a discussion on available marketing tools.

    View the article below for more salon marketing ideas:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • preferential seating
    • check for understanding

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute newspaper ads, salon magazines and trade journals to students to preview ads.

    Distribute handout Salon Advertisement Critique (see All Lesson Attachments tab) and assign two ads for students to review.

    Discuss the important components to an ad to attract new clients and maintain current clients.

    Tell students to critique two ads for important information and write comments to improve the ad.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • peer tutoring
    • frequent feedback

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Divide the class into subgroups of two.

    Distribute Rubric for Salon Advertisement Flyer (see All Lesson Attachments tab) and review with students so they may understand what is expected.

    Students will use Microsoft® Word Flyer templates to design and create a flyer for a new salon that will attract new clients and maintain current clients.

    To learn how to make a flyer using Microsoft® Word, click on link below:

    Encourage students to be creative and follow copyright rules for images.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • frequent feedback
    • extra time for completion

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Review with students the importance of advertising for a salon.

    Distribute the KWL Chart – Marketing Techniques (see All Lesson Attachments tab) and allow students to complete the last section.

    • L – What did I learn about the importance of evaluating salon marketing techniques for a new salon?
  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will present their salon advertisement flyer.

    Students will be assessed with appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • level of mastery achieved
    • praise and encouragement

  • References/Resources



    • Milady standard cosmetology: Situational problems. (2012). Clifton Park, NY: Cengage Learning.
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:

  • Other Essential Lesson Components

    Enrichment activity

    Students can make a brochure advertising for a local salon. Pictures of services, location, and more can be added.

    Microsoft® brochure templates can be used to include more information than the flyer.

  • Family/Community Connection

    Students can interview local salon owners to determine what form of advertising is most successful for their business. Give a brief report back to the class on responses.

    Ask friends and family members why they chose to visit a particular salon and which advertisement made them notice that salon. Share with the class.

  • CTSO connection



    • Cosmetology
      Students will demonstrate their skills in haircutting, hair styling and long hair design in four separate tests. All work is performed on mannequins so everyone begins with the same model and the same type of hair. Contestants will create one 90 degree women’s haircut, one woman’s and one man’s cut from a finished photo. A display of creativity is seen in the long hair segment of the competition where these future salon professionals demonstrate their own design skills. A parade finale closes the contest with each contestant walking down the stage with their completed mannequins to present to the audience.
    • Esthetics
      The Esthetics competition evaluates the contestants’ techniques and professionalism in the field of skin care. Students will be tested in four different areas: an oral skin consultation; a written exam covering the fundamentals of skin care; sanitation; skin analysis; a hands-on basic facial demonstration; and, a daytime and fantasy make-up application.
    • Nail Care
      The purpose of this contest is to evaluate each contestant’s preparation for employment and to recognize outstanding students’ excellence and professionalism in the field of nail technology. The contest consists of 6 separate segments; oral communication skills, acrylic application, tip and wrap application, nail polish application, nail art pedicuring and a written exam. The written exam tests basic knowledge of proper sanitation, chemical safety and salon procedures. The practical applications evaluate the contestant’s ability to perform the most common nail services in the salon today.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson.

    Possible ideas:
    Allow students to create advertisements for a new local salon opening. Have owner and manager select the best presentations.

  • All Attachments