How would the inclusion of fantasy hair and makeup in Hairdressing and Beauty applied syllabus enhance students' creative skills

Abstract

This study explores Vocational and Applied secondary education with regards to the Hairdressing and Beauty SEAC syllabus, offered by the Matriculation and Secondary Education Certificate (MATSEC) as part of the ‘My journey’ (MEDE, 2016). The syllabus was developed in accordance with the "Learning Outcomes Framework" which was proposed by the ‘National Curriculum Framework’ (NCF), (MEDE, 2012). This study focuses on the proposal of a new learning outcome to the existing MATSEC Hairdressing & Beauty SEAC syllabus which will consist of the creation of fantasy hair and makeup according to a given theme such as 'spring', 'Christmas' or a 'red carpet event'. The research questions explore whether the adoption of a new learning outcome focusing on creativity would enhance students' learning as well as help integrate the knowledge, skills and competences of Hairdressing and Beauty. The research questions begged a case study approach (Bassey, 1999), involving interviews and focus groups conducted with educators and industry stakeholders. For the purpose of this study, the four main steps involved in the process for creativity (Popova, 2013) and the four Ps of creativity (Rhodes, 1961) are also explored. Recommendations elicited include the involvement of students who choose the vocational subject Hairdressing and Beauty in the data collection since only adult perspectives are considered.