Teaching English through Popular Culture
A Curriculum Unit – The Beauty Industry and Our Perceptions of Beauty
Focus: Commercials and Advertisements
Suggested Time Allocation: 10 -12 lessons
Teaching English through Popular Culture
A Curriculum Unit – The Beauty Industry and Our Perceptions of Beauty
Focus: Commercials and Advertisements
Suggested Time Allocation: 10-12 lessons
Learning Targets and Skills
- to understand a variety of written and spoken texts related to popular culture
- to analyse a popular culture texts to understand the typical features, language and
structures.
- Texts = Magazine articles, print advertisements (magazine, newspaper, electronic,
billboard (MTR, bus, tram), and TV commercials
- to foster and develop media literacy skills
- to respond and give expression to experiences, ideas, events, characters or issues through
creative writing, performance, personal reflections and production
- to understand how English works in different texts in popular culture and apply this
understanding to their learning and use of the language
Target Knowledge, Specific Skills and Attitudes
Students should be able to:
- identify the content, strategies, language, key stylistic feature in advertising
- present the findings of an analysis
- express ideas coherently through written and oral presentations
- produce a print advertisement and a commercial
Suggested Assessment for Learning Activities
- Teacher/peer assessment of the students’ group performance on feedback forms
- The advertisements either print or videotaped can be assessed using an assessment rubric
Suggested Activities
Group work – students examine advertisements/commercials to identify the content, strategies,
language and stylistic features. (Using worksheets and following the Five Core Concepts of
Media Literacy). Groups present their analysis.
Response Journal – students write about what they see around them in Hong Kong. They can
take photographs of advertisements they see on the MTR, on buses, trams, buildings and then
respond to them using the five key questions of media literacy.
Worksheets – students work through and complete a variety of worksheets in class integrating
their reading, writing, listening and oral skills. Vocabulary work is included.
Role play/ Individual Presentations – Sales Pitch to potential customers. Students are given or
can choose their own product and create either a dialogue between a customer and a sales person
(E.g. At the beauty counter in Sogo) or work on a 2 minute sales presentation using power point
to promote and sell their product.
Group work – Final Task - You work for an advertisement agency and you have been given your
first project. The students work together to produce their own print advertisement and
commercial. This should include a storyboard for the commercial and be filmed in under 2
minutes. The commercials can be screened to the class and evaluation forms completed.
Teaching Resources
- A collection of advertisements and commercials related to the beauty Industry (taken
from magazines, newspapers or online websites
- A power point presentation to introduce the topic and arouse interest
- A magazine article taken from The Economist
- A worksheet on comprehension, vocabulary and language based on the magazine article
(still to be completed)
- Worksheets to be completed in class through various listening, writing, responding and
pair work activities
- http://www.frankwbaker.com/cosmetics.htm website about Cosmetic Advertising:
Deconstructing The Real Messages in the media - containing articles about
cosmetics, advertising and its effects.
- Handouts on Media Literacy – advertising strategies, language and features
- Group presentation evaluation/feedback forms
- Advertisement assessment rubric (to be discussed and created by the teacher and the
students)
- The following links to beauty advertisements on at www.youtube.com
- http://uk.youtube.com/watch?v=8ThI6aA-yeE (Advert for Glam Shine Lip Gloss)
- http://uk.youtube.com/watch?v=pRx8NoN2D5s (Advert for Men’s L’Oreal Skincare)
- http://uk.youtube.com/watch?v=iVPbH6veuos (The making of a Neutrogena
Advertisement)
- http://uk.youtube.com/watch?v=rxDoCF-2U2E (Advert for Neutrogena face wash)
- http://youtube.com/watch?v=iYhCn0jf46U A short film on by Dove on the evolution of
beauty.
(An episode or clip from a TV show for example The Apprentice, America’s Next Top
Model can be shown in which the contestants have to create and produce an ad or TV
commercial)
Additional Teacher Resources
http://www.media-awareness.ca/english/teachers/media_literacy/key_concept.cfm - Information
on how to teach media literacy and explanation of the key concenpts
http://www.frankwbaker.com/cosff.htm Cosmetics and Media Literacy – some facts and
figures/additional reading material for students
Recommended Texts(each of these includes sections on cosmetic advertising)
Adcult USA James Twitchell
Are They Selling Her Lips? Advertising & Identity
Carol Moog
Can't Buy My Love: How Advertising Changes the Way We Think and Feel
Jean Kilbourne
Marketing Madness, A Survival Guide for A Consumer Society
Michael F. Jacobson, Laurie Ann Mazur
Provocateur, Images of Women & Minorities in Advertising
Anthony J. Cortese
Recommended Videos
Killing Us Softly 3, Jean Kilbourne, produced by Media Ed Foundation
Learning English through Popular Culture
Theme: The Beauty Industry and our Perceptions of Beauty
Magazine Article
Pots of promise - An industry driven by sexual instinct will always thrive
Source The Economist print edition May 22nd 2003
(http://www.economist.com/printedition/displayStory.cfm?Story_ID=1795852)
MEDIEVAL noblewomen swallowed arsenic and dabbed on bats' blood to improve their
complexions; 18th-century Americans prized the warm urine of young boys to erase their
freckles; Victorian ladies removed their ribs to give themselves a wasp waist. The desire to be
beautiful is as old as civilisation, as is the pain that it can cause. In his autobiography, Charles
Darwin noted a “universal passion for adornment”, often involving “wonderfully great”
suffering.
The pain has not stopped the passion from creating a $160 billion-a-year global industry,
encompassing make-up, skin and hair care, fragrances, cosmetic surgery, health clubs and diet
pills. Americans spend more each year on beauty than they do on education. Such spending is
not mere vanity. Being pretty—or just not ugly—confers enormous genetic and social
advantages. Attractive people (both men and women) are judged to be more intelligent and
better in bed; they earn more, and they are more likely to marry.
Beauty is something that we recognise instinctively. A baby of three months will smile longer at
a face judged by adults to be “attractive”. Such beauty signals health and fertility. Long lustrous
hair has always been a sign of good health; mascara makes eyes look bigger and younger;
blusher and red lipstick mimic signs of sexual arousal. Whatever the culture, relatively light and
flawless skin is seen as a testament to both youth and health: partly because skin permanently
darkens after pregnancy; partly because light skin makes it harder to hide illness. This has
spawned a huge range of creams to treat skin in various ways.
Then again, a curvy body, with big breasts and a waist-to-hip ratio of less than 0.8—Barbie's is
0.54—shows an ideal stage of readiness for conception. Plastic surgery to pad breasts or lift
buttocks serves to make a woman look as though she was in her late teens or early 20s: the
perfect mate. “Mimicry is the goal of the beauty industry,” says Ms Etcoff.
Analysts at Goldman Sachs estimate that the global beauty industry—consisting of skin care
worth $24 billion; make-up, $18 billion; $38 billion of hair-care products; and $15 billion of
perfumes—is growing at up to 7% a year, more than twice the rate of the developed world's
GDP. The sector's market leader, L'Oréal, has had compound annual profits growth of 14% for
13 years. Sales of Beiersdorf's Nivea have grown at 14% a year over the same period.
This growth is being driven by richer, ageing baby-boomers and increased discretionary income
in the West, and by the growing middle classes in developing countries. China, Russia and South
Korea are turning into huge markets. In India, sales of anti-ageing creams are growing by 40% a
year, while Brazil has more “Avon Ladies” (900,000) than it has men and women in its army
and navy. Although the industry's customers are predominantly women, it is increasingly
marketing itself to men too.
Two potentially lucrative markets are being all but ignored by the traditional beauty companies.
The first is cosmetic surgery, already a $20 billion business, which has been growing and
innovating by leaps and bounds. The number of cosmetic procedures have increased in America
by over 220% since 1997. Old favourites, such as liposuction, breast implants and nose jobs, are
being overtaken by botox injections to freeze the facial muscles that cause wrinkles. With the
number of these up by more than 2,400% since 1997, botox injections have become the most
common procedure of all.
The newest lines are bottom implants, fat inserts to plump up ageing hands, and fillers like
Restylane and Perlane for facial wrinkles. Cosmetic dentistry is also a booming business. Jeff
Golub, Manhattan dentist to stars like Kim Catrall of “Sex and the City”, dubs himself a “smile
designer”. “We are able to create all sorts of illusions,” he says. “The smile has become a
fashion statement.” Tooth whitening is the botox of the cosmetic dentistry business.
What used to be the preserve of actresses and celebrities has become safer and more affordable.
Alan Matarasso, one of America's leading plastic surgeons, says: “Ten years ago you could
reconstruct a woman's breasts for $12,000—now it can be done for $600.” Drooping prices have
helped cosmetic surgery to move into the mainstream. More than 70% of those who come under
the knife now earn less than $50,000 a year.
The second big new market is in “well-being”—whole treatment systems that cover beauty,
exercise and diet, including visits to spas, salons and clubs, and hark back to the early days of
Mesdames Arden and Rubinstein. People are increasingly seeking natural cures rather than
turning to chemicals, and an emphasis on being fit—not just thin—is growing in popularity. The
trend is being led by a list of celebrities. Avon's boss, Andrea Jung, says modern beauty has been
“redefined as health, self esteem and empowerment.”
Beauty firms are falling over themselves to sell products with new-age promise—Arden has a
range of products called “Happy”, Avon sells diet bars, and L'Oréal owns a few spas. However,
it has been left largely to entrepreneurs like American cosmetic surgeon Stephen Greenberg to
offer real innovations. His “extreme make-overs” combine cosmetic surgery, a personal trainer
for your body, and an image consultant for your face and hair. The traditional beauty companies
have yet to grasp the opportunities in these rapidly growing and fragmented markets.
The fact is that neither moral censure nor fears about safety will stop people from wanting to
look better. The desire is too entrenched. An 18th-century British law proposing to allow
husbands to annul marriages to wives who had trapped them with “scents, paints, artificial teeth,
false hair and iron stays”, had no effect on women, who continued to clamour for the latest
French skin creams. During the second world war, the American government had to reverse a
decision to remove lipstick from its list of essential commodities in order to prevent a rebellion
by female war workers. The beauty business—the selling of “hope in a jar”, as Charles Revson,
the founder of Revlon, once called it—is as permanent as its effects are ephemeral.
Learning English through Popular Culture
Theme: The Beauty Industry and our Perceptions of Beauty
Worksheet 1
Your thoughts!
How would you define beauty? Write down the characteristics that you believe define a beautiful
woman and a handsome man.
A beautiful woman?
A handsome man?
Learning English through Popular Culture
Worksheet 2
Nowadays we are living in a world, which emphasizes beauty and having the perfect
appearance, regardless of the cost. This industry is worth billions of dollars and is growing
every year, especially in China.
Do you use any beauty products? Why do you use them?
The Products I use
Why I use them?
The products __________uses
Why she uses them?
Now the teacher will show you some of the products he uses. Can you identify the type of
product and write down its name!
Learning English through Popular Culture
Worksheet 3
The beauty Industry?
1. How would you define the beauty industry? Write a sentence to explain what this is.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Learning English through Popular Culture
Worksheet 4
Class discussion/Individual response in Response Journal
What do you know about cosmetic advertising?
Here are some issues/questions for you to consider/research:
1. Where might you find advertisements for beauty products and cosmetics?
__________________________________________________________________________
2. How has the marketing of cosmetics changed over time?
__________________________________________________________________________
3. Is there a relationship between cosmetic advertisers and the content of the magazines that
carry the ads?
_________________________________________________________________________
4. Are all photographs in cosmetic ads subject to "digital manipulation" (i.e. airbrushing)?
_________________________________________________________________________
5. Why don't these ads tell the consumer the ingredients and the cost?
_________________________________________________________________________
6. Why are celebrities used in cosmetic ads? Do students see these celebrities as role models?
Why or why not?
_________________________________________________________________________
7. Why do all the models for these ads look the same? Who is not shown? Why?
_________________________________________________________________________
8. Who benefits from cosmetic advertising?
_________________________________________________________________________
9. If you could change cosmetic ads, how might you change them? Who could you write to,
to suggest these changes?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Learning English through Popular Culture
Worksheet 5
The beauty industry is a $160
billion-a-year global industry.
Activity
Work with a partner to come up with as many examples of the above products that you can
think of!
Hair Care
Products
Skincare
Products
Cosmetic
Surgery
Diet/Slimming
Products
Cosmetics/Makeup
Fragrances
Learning English through Popular Culture
Worksheet 5 – Suggested Answers
Hair Care
Products
Shampoo, hair gel, mousse, wax, conditioner,
Skincare
Products
Eye cream, moisturizer, wrinkle cream, face wash, lotion
Cosmetic
Surgery
Breast implants, liposuction, double eyelid surgery, facelift, botox
Diet/Slimming
Products
Herbal teas, diet pills, slimming drinks, low-calorie drinks
Cosmetics/Make- Eye shadow, blusher, lipstick, whitening products, mascara, lip gloss
up
Fragrances
Any brand names: Calvin Klein Eternity, Hugo Boos, Chanel No.5
Hair care products
Skin care products
Cosmetic surgery
The beauty industry is a $160
billion-a-year global industry.
Dieting/Slimming
Fragrances
Cosmetics/Make-up
Beauty Centres
Learning English through Popular Culture
Worksheet 6
Analysing Advertisements
The Five Core Concepts of Media Literacy
In order to analyse and further question advertising, it is important to consider the following
5 Core Concepts of media literacy.
1. Authorship
All media messages are ‘constructed’.
2. Format
Media messages are constructed using a creative language with its own rules.
3. Audience
Different people experience the same message differently
4. Content
Media have embedded values and points of view
5. Purpose
Most media messages are organized to gain profit and/or power
Look at the following advertisement on your own and try to identify the following. Then
compare your answers with a partner.
1. Authorship?
________________________
2. Format?
________________________
3. Audience?
________________________
4. Content?
________________________
5. Purpose?
________________________
http://www.frankwbaker.com/cosmetics.htm (Checkout this website about Cosmetic
Advertising: Deconstructing The Real Messages in the media)
Learning English through Popular Culture
Worksheet 7
Further Analysis of print/film advertisements
Group Discussion and Presentation
Use the Five Key Questions of Media Literacy below to discuss and analyse a print or film
advertisement of your own choice. You will each present your analysis using one fothe
questions below to the class.
1. Who created this message?
2. What creative techniques are used to attract my
attention?
3. How might different people understand this message
differently from me?
4. What values, lifestyles and points of view are
represented in, or omitted from this message?
5. Why is this message being sent?
Brief description of the advertisement
1
2
3
4
5
Assessment Rubric
Assignment: Create a print or video advertisement
Beginner:
1 point
Novice:
2 Points
Intermediate:
3 points
Expert:
4
points
Self
Evaluat
ion
Topic/Content
Technical
Requirements
(To be filled in
by teacher)
Language
Creativity
Cooperative
Group Work
Oral
Presentation
Skills/Effectiven
ess
Scale: 18 - 20= Expert 15 - 17= Intermediate 10
14=Novice 6 - 9=Beginner
Total
Points
A suggested rubric which can be discussed and decided by the students and the teacher
Teacher
Evaluation
Collaborative Work Skills: Assessing Group Work
CATEGORY
4
3
2
1
Quality of Work
Provides work of the Provides high quality Provides work that
highest quality.
work.
needs to be
checked/redone to
ensure quality.
Provides incomplete
or sloppy work
Focus on the
task
Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.
Focuses on the task
and what needs to
be done most of the
time.
Focuses on the task
and what needs to be
done some of the
time.
All group members
are not focused and
need the teacher's
help to help them
focus on their task.
Working with
Others
All members are able
to listen, share with,
and support the
efforts of others.
Most members are
able to listen, share
with, and support
the efforts of others.
A few members are
able to listen, share
with, and support the
efforts of others.
None of the
members want to
listen, share with or
support the effort of
others.
Attitude
All members have a
positive attitude
about the task(s).
Most members have A few members have None of the
a positive attitude
a positive attitude
members has a
about the task(s).
about the task(s).
positive attitude
about the task(s).
Learning English through Popular Culture
Other suggested Activities - Cosmetics & Media Literacy
Magazines: Content Analysis
Teachers: Have your students conduct a "content analysis"
of cosmetic advertisements in selected magazines targeting women.
To do this, create a chart similar to the one below, listing the magazines at the top, and the
names of some common cosmetic manufacturers down the side. Students should count the
number of ads found in each magazine and put in a number in the column
under that magazine.
Content Analysis- # of cosmetic full page Advertisements
from selected women's magazines, Sept. 2004 issues
Essence
Marie
Claire
O(prah)
Self
Seventeen
Latina
Maybelline
1
Revlon
Cover Girl
1
L'Oreal
Almay
Estee
Lauder
Lancome Paris
1
1
1
1
2
2
2
1
1
1
1
1
1
2
2
1
1
1
Chanel
1
Max Factor
1
1
Nivea
1
Neutrogena
1
1
3
1
Clinique
1
2
2
2
Aveeno
2
1
2
1
1
1
Sephora
1
1
Avon
1
1
Black Opal
1
Black
Radiance
1
Clarins
1
Prestige
1
1
1
Physician
Formula
1
Shisedo
1
1
1
1
1
1
Wet & Wild
1
NYC
1
TOTALS
12
14
18
9
Learning English through Popular Culture
A class debate – Should cosmetics be tested on animals?
http://www.frankwbaker.com/cosmetic_dangers.htm
July 7, 2005
11
8
Should You Worry About the Chemicals in Your
Makeup?
By LAUREL NAVERSEN GERAGHTY (NY Times)
NOT that you would notice from the color, thickness or shine, but nail polish is not
what it used to be. Last year many nail polishes contained a little-known chemical
that made the veneer more flexible and resistant to chipping. This year some of the
biggest brands, including Revlon, Estée Lauder and L'Oréal, have taken that
chemical out and replaced it with another ingredient meant to do the same thing.
The original ingredient is one of three related chemicals that have become the focus
of a growing debate over cosmetic safety. They are called phthalates (pronounced
THA-lates), and they are also used in fragrances, lotions, shampoos and hair spray.
Cosmetics makers have removed the chemicals from some of these products, but by
no means all of them. Virtually all fragrances contain phthalates.
Some research suggests that high levels of exposure to certain phthalates might
cause cancer or reproductive system abnormalities in laboratory rats and mice. One
small study published in May suggested that infant boys exposed to higher phthalate
levels in the womb were more likely to exhibit what may be anomalies in the
placement of their penises. And last year the European Union banned the use of two
key phthalates in beauty products.
By removing the phthalates, the nail polish makers with worldwide markets meant
only to comply with that new law, not to concede that the chemicals might be
dangerous. On the contrary, their scientists contend that phthalates in beauty
products pose no health risk to humans. And many other scientists agree.
"There are real uncertainties about animal studies," said Dr. Michael Thun, the head
of epidemiological research at the American Cancer Society. "One, we are dealing
with a different species. Two, you're extrapolating from a high dose down to low
doses."
Many, if not most, makeup users have still never heard of phthalates. But as the
debate over their safety heats up, the strange word may grow more familiar. And
consumers may increasingly wonder if their nail polishes, lipsticks, perfumes, lotions
and shampoos are safe. "You start to hear words like birth defects," said Linda Wells,
the editor of Allure. "It's one of those things that prey on the fears that everybody
has."
The Campaign for Safe Cosmetics, a coalition of environmental and consumer
groups, is making phthalates a centerpiece of its campaign against dozens of
synthetic chemicals used in cosmetics. In California it persuaded legislators to
propose a law to ban the use of phthalates in beauty products, but the bill was voted
down in May. Similar legislation is pending in New York.
The coalition is pushing to alert makeup users as well. "There will be an increasing
number of advertisements that are even more provocative to raise consumer
awareness," said Janet Nudelman, its coordinator. More provocative, that is, than
the one that ran in USA Today last fall and on billboards during the Cannes Film
Festival in May. It pictured a little towheaded girl playing with lipstick, with the
headline, "Putting on makeup shouldn't be like playing with matches."
Federal agencies have looked at phthalates in cosmetics and so far have found little
cause for concern. In 2000, for instance, the National Toxicology Program, a division
of the Health and Human Services Department, found that the risk of phthalate
exposure from nail polish and other cosmetics is for most people minimal to
negligible. The Food and Drug Administration has found no risk from using makeup
containing phthalates, a spokeswoman said.
Not surprisingly, the cosmetics industry also finds little to worry about. In 2003 the
Cosmetic Ingredient Review panel, a research group financed by the Cosmetics,
Toiletry and Fragrance Association, reviewed the research on three phthalates used
in cosmetics -DEP (diethyl phthalate), DMP (dimethyl phthalate) and DBP (dibutyl
phthalate) - and concluded that no evidence suggests they are harmful to humans. "I
can assure the American public that those chemicals are safe," said Dr. Wilma F.
Bergfeld, the chairwoman of the review panel and head of clinical research in
dermatology at the Cleveland Clinic.
They are also ubiquitous. When scientists from the Center for Food Safety and
Applied Nutrition of the F.D.A. analyzed the chemical makeup of 48 consumer
cosmetics - including hair care products, deodorants, lotions, creams, nail polishes,
fragrances and body washes - they found at least one phthalate in most of them.
Phthalates are often used to make scents and colors last longer.
The chemicals are also found in some insect repellents, detergents, vinyl products
like raincoats and shower curtains, medical equipment and food packaging. (The
chemicals help make soft plastics supple.)
People easily absorb the chemicals through the skin or the nail bed or ingest them in
food or breathe them in the air. A 2000 study by the Centers for Disease Control
found that more than 75 percent of Americans tested had traces of phthalates in
their urine.
What worries some are studies showing that certain phthalates in high doses can be
harmful to rodents. The research has shown that a metabolic byproduct of DBP can
be toxic to their liver or kidneys and can cause a reduction in fertility or genital
malformation in offspring born to mothers exposed to it. And at high doses, DEHP
(di-2-ethylhexyl phthalate), which is used in fragrances, has been found to cause
liver toxicity and tumors in rodents.
Whether the same thing could happen in humans is not known, however, because
only a few human studies have been done. A small study of men conducted at the
Harvard School of Public Health and published in 2002 and 2003 found that
metabolic byproducts of several phthalates were associated with lower than normal
sperm concentration and motility.
And in May researchers at the University of Rochester published the results of a
study of 85 mothers and their baby sons, reporting that the boys who were exposed
to higher levels of certain phthalates in the womb were more likely to have a shorter
anogenital distance (the space between penis and anus).
But one statistician, Rebecca Goldin, an assistant professor of mathematical
sciences at George Mason University and the director of research at its Statistical
Assessment Service, has found flaws in the Rochester study, which she says render
their results insignificant. "They did not make the standard statistical adjustments for
combining their data," Dr. Goldin said.
Given that problem and the small total of data, the research on humans "is just not
really enough to form any firm conclusions," said Antonia Calaphat, the chief of the
personal care products laboratory at the National Center for Environmental Health, a
branch of the Centers for Disease Control. The Food and Drug Administration
continues to monitor phthalate research. "The next step for the F.D.A. is to get an
exposure estimate and risk assessment," its spokeswoman said. "If we determine
that they are a health hazard, we will take steps to protect the welfare of the
American public."
Meanwhile Dr. Thun recommends an open mind. While it would be inappropriate for
regulatory agencies to brush aside the potential danger of phthalates based on what
is known, he said, the research gives consumers no cause to panic.
"There is currently little or no evidence that cosmetics cause serious health
problems," he said. "There's always one side that claims that there are sort of
serious health effects from cosmetics that are not being adequately regulated and on
the other side, claims that everything's hunky-dory. No doubt the truth lies
somewhere between the two."
Learning English through Popular Culture
Additional Material – Celebrities and Advertising
Celebrity endorsement plays an important role in luring young consumers to purchase
cosmetics and toiletries products. Lancaster’s licensing agreement with Jennifer Lopez for a
line of products under the J.Lo brand name is just one example. Moreover manufacturers
play on teens’ image-conscious attitude and their desire to imitate pop idols by introducing
affordable versions of products used by stars.
Extended Writing/ Response Journal Task
Students can research and write about celebrities and the products they endorse/advertise.
Students could also focus on Asia and look at Asian celebrities and the products they endorse
Some examples are:
Gwyneth Paltrow – the new face of Estee Lauder
Ashley Judd - the face of American Beauty cosmetics
Britney Spears-Elizabeth Arden
Gong Li – L’Oreal
Product
Celebrity
Student/teacher resource
http://www.frankwbaker.com/celebrityads.htm (Recent news stories about celebrity
advertising)
A further Task
Students can be asked to think about beauty and advertising in terms of the difference
between different countries and cultures and asked to write and research on this topic.
They can be given the following questions as guidelines:
Do western countries and Japan share the same views of beauty?
What cultural differences can you think of?
Are there any beauty products or concepts that are unique to
Europe or Asia?
What beauty products/trends are popular in China nowadays?