What is socio-cultural activity?

Introduction

1.1 Communication and value-oriented activities

Chapter 2.Analysis various types socio-cultural activities in cultural institutions

2.1 Analysis of cultural activities in the Moscow House of Culture

2.2 Recreational and entertainment activities in the Altai State House of Folk Art

Conclusion

Bibliography

Introduction

RelevanceThe chosen topic is that the aggravation of problems of types of socio-cultural activities is associated primarily with the incapacity of many educational institutions in our society: schools, families, production teams in the field of socialization and social adaptation of the individual.

Meanwhile, it is the leisure space that can act as a powerful socializing factor for all groups of the population in a transitional society, being an alternative to passive pastime in the form of watching television programs, computer games, antisocial forms of leisure behavior.

Socio-cultural activities deeply pedagogical process, its functions are directly related to education and training. And to the extent that the pedagogical system of socio-cultural activities is effective, the level of spiritual interests, patriotism, and morality of a person will increase, and the world as a whole around him will change.

At the stage of radical transformations in the socio-cultural sphere, the requirements for professional competence specialists working here. Sociocultural changes in Russian society determined a significant increase in requirements for the psychological and pedagogical component of socio-cultural activities

Society as a system is not possible without activity, the basis of which is cultural inheritance, and the entry of a person into society is constituted by cultural creative activity. Each individual, socializing and recreating the culture of society through his activity, recreates it in his own way, creates a new variation of inheritance

The object of research is the basics of types of socio-cultural activities.

The subject of the study is the peculiarities of organizing types of socio-cultural activities in the Altai State House of Folk Art

The goal is to analyze the types of socio-cultural activities at the theoretical and practical level.

To solve the topic, it is necessary to solve the following problems:

.Explore the concept of socio-cultural activity

.Consider types of socio-cultural activities

.Describe the Altai State House of Folk Art

.To analyze one of the types of socio-cultural activities in the Altai State House of Folk Art.

Research methods: analysis, synthesis, comparison, generalization, systematization, induction, deduction, observation.

Literature review. The study of issues of concepts and types of socio-cultural activities is devoted to the works of such authors as: G.A. Avanesova, V.N. Gagin, T.G. Kiseleva, V.V. Medvedenko, V.V. Tuev, N.N. Yaroshenko, N.F. Maksyutin, A.D. Zharkov and others.

Thus, the concept of social and cultural activity is revealed in the works of N.N. Yaroshenko, V.V. Tueva, T.G. Kiseleva.

Types of socio-cultural activities are revealed in the works of such authors as A.N. Ilyina, R. Osborne, Yu.A. Streltsova. and etc.

Chapter 1. Theoretical foundations of types of socio-cultural activities

.1 Communication and value-orientation activities

The question of the types of socio-cultural activities is quite complex. Any type of human activity, simply by virtue of the fact that it is human, influences in one way or another the formation of the individual, his socialization. Therefore, the selection criteria will be (based on the essence of SKD), firstly, whether and how fully this type of activity develops the main human qualities (in fact, what makes him human): moral, intellectual, aesthetic, and whether it provides an opportunity for their implementation; and secondly, whether it creates cultural values ​​worthy of inclusion in the cultural thesaurus.

Socio-cultural activity is an activity that has great potential for the manifestation of human activity, depending on age characteristics, interests, physical abilities and individual preferences and is focused on improving the culture of life and creating healthy image life.

Social and cultural activities are activities aimed at creating conditions for the most complete development, self-affirmation and self-realization of individuals and groups (studios, clubs, amateur associations) in the field of leisure. It includes all the variety of problems related to organizing free time: communication, production and assimilation of cultural values. Teacher-organizers have to participate in solving problems of family, children, problems of historical, cultural, environmental, religious and other spheres, in creating a favorable environment for socio-cultural activities and initiatives of the population in the field of leisure.

Socio-cultural activity should be considered as a historically conditioned, pedagogically oriented and socially demanded process of transforming culture and cultural values ​​into an object of interaction between the individual and social groups in the interests of the development of every member of society.

Sociologist, computer scientist, library scientist, cultural scientist A. V. Sokolov considers socio-cultural activity as one of effective means organizations social communication, and defines it as “cultural activity social subjects on: a) the creation of cultural values ​​(creativity); b) developing the individual’s abilities and servicing their creative activity; c) communication, that is, the dissemination, preservation and public use of all types of cultural property.

We adhere to the opinion of V.V. Tuev that “Socio-cultural activity is a process organized by social institutions of introducing a person to the cultural values ​​of society and the active inclusion of the person himself in this process.”

For a complete understanding of the essence of socio-cultural activity, a specific, meaningful interpretation of such a concept as “socio-cultural environment” is of fundamental importance. Speaking about the socio-cultural environment, one cannot limit it to the sphere of science, culture and education, leaving out of sight such socially significant issues as, for example, human rights and freedoms, civilized forms of contacts between people, free and wide dissemination of information. For many years, socio-cultural activities usually meant either amateur artistic or technical activities, or the provision of physical assistance in the construction, improvement and repair of socio-cultural facilities: clubs, houses of culture, etc. The concept of “social-cultural” “cultural environment” means the specific originality and manifestation of social relations in the field of culture and leisure. The cementing basis for the preservation and development of a viable socio-cultural environment is, as practice shows, the presence in the existing infrastructure of a city or region of leisure centers, in which the predominant factor is the leisure activity of the population, amateur cultural creativity.

Current socio-cultural situation: The most important condition development and practical use socio-cultural activity as a system is a situational approach. The key point of this approach is the socio-cultural situation. In a broad context, the category “situation” is understood as a set of typical conditions and specific circumstances that have a direct impact on the content and forms of life of a person or group of people, on the system of their value guidelines, on interpersonal relationships.

The richest social practice abounds in varieties of socio-cultural situations - problematic and habitual “regular” situations, controlled and uncontrollable, conflict and conflict-free, objective and subjective, constructive and destructive (blocking the development of a socio-cultural phenomenon). For example, problematic situation reveals the presence of a certain socio-cultural problem, which usually represents a contradiction or discrepancy between the real and the desired. Studies by culturologists, sociologists, teachers, and psychologists note a deterioration in the social well-being of many segments of the population, the development of social pessimism, loss of internal guidelines for behavior, on the one hand, and an increase in aggressiveness and tension, on the other. State guarantees of universal access to cultural institutions for the population and the use of cultural values ​​and benefits for socially vulnerable segments of the population have not yet been developed or implemented. Society turned out to be unable to protect the child from the violence and immorality of adults.

The child develops in conditions of stable socio-cultural deprivation, when his most basic needs are not met. Juvenile crime is growing at a high rate. The modern sociocultural situation has particularly acutely brought forward the problems of radical changes in educational activities among children, adolescents, and youth, profound transformations in the field of family education, educational activities of labor and educational groups, and work in the community.

Let's begin to consider the types of socio-cultural activities:

1) Communicative (communication).

This communication occurs in 2 types - both direct, live, face to face, and indirect - through text, and not necessarily printed: it can be an image (for example, a drawing, diagram), sounds arranged in a certain way (music), an object. It is only important that it makes sense, carries a message that a child or adult could decipher (at least later).

For the full development of modern man, both types of communication are required. It has become impossible to limit yourself to just one. Nothing can replace live communication. It is in it that the transmission of traditions takes place, such subtleties that cannot be recorded in the text: how the Teacher speaks, looks, acts, even looks; It is live communication that most convinces us of the value of something, educates and teaches us, here we receive assessment and develop self-esteem, learn human ways of acting (for example, tact).

But human culture and knowledge have become so complex and expanded that it is no longer enough just to have live communication, like what happened, say, in Ancient Greece, where walking through the gardens or the city square and talking with Socrates, Plato or Aristotle, you received the majority of knowledge accumulated by that time, they learned to think and reason. And where can you find so many Aristotle? Firstly, the number of people in need of training has increased incredibly (to hundreds of millions), and secondly, all branches of human activity have now become so specialized that it is almost impossible to find universal geniuses.

An additional advantage of the text is the ability to record and convey the thoughts and feelings of the author almost without loss, to preserve and convey the entire accumulated experience of mankind: in the end, we learned about Socrates, Plato and Aristotle themselves only from texts and from texts. Of course, in communication through text, unless it is an exchange of letters, there is no dialogism; what is called feedback is addressless, because addressed to everyone at once.

Feedback manifests itself in the form of the reaction of the audience: they listen or go about their business, and a good lecturer tries to take it into account, but this affects the form of presentation (more or less to chew on the material, insert an anecdote or not), but not the content: thoughts - like in the text - remain unchanged. Thus, live direct communication here is almost likened to indirect communication. Why is it still communication in both cases? Yes, because there is something that becomes common. The author (lecturer) expressed what he felt and thought through, what he considered most important. We perceived and internalized the message (i.e., made it part of ourselves), this had an impact on our value orientation, worldview, life meanings, behavior, i.e. personal qualities, their further development.

This raises the question of the quality of communication. Not all communication is a type of socio-cultural activity. Only such communication, which develops human qualities, in which all the best that humanity has achieved in the field of morality, beauty, intelligence is transmitted, will be socio-cultural.

) Value-oriented

Forming an attitude towards a person as the most highest value occupies a leading place in the hierarchy of values ​​and acts as a key element of the content of socio-cultural technologies. If a person acts as the goal and measure of all things, then the world acquires value when it is assessed from the point of view of human life. Value orientation towards a person necessitates the formation the following qualities personalities that contribute to sustainable correct relationships: honesty, conscientiousness, generosity, goodwill, attentiveness, dedication, discipline, i.e. everything that can be called humanism.

The second key element of content technological process socio-cultural activity is a value-based attitude to life - recognition of the inviolability of life, understanding of life as the highest value. A value-based attitude to life is aimed at developing the following positions: recognition of the right to life of every person; caring attitude towards various manifestations of life; perception of life in all its diversity, varieties, stages, forms; promoting life to the best of one’s strength and ability; recognition of those lifestyle qualities that characterize the life of a worthy person; meaningful life position and the conscious construction of one's own life in the active capacity of a subject. This position is outside the scope human life and absorbs the concept of life in all its diversity, where it (life) flows or can flow: the life of the ocean, forest, steppe, river, earth, planet, space and other manifestations. The formation of a value-based attitude to life is reflected in such categories as “happiness”, “freedom”, “conscience”, “justice”, “equality”, “brotherhood”, etc.

The third key element in the content of the technological process correlates with such values ​​as “society” and “community”, i.e. various types of associations of people in the name of a decent life. A person becomes a person thanks to community, thanks to the fact that he assimilates the culture of previous generations. Society becomes a regulator of human behavior in society, forms an image of a social structure, the awareness of which comes to a person under the influence of life experience and through various channels of social communication. Important directions in this section are the development of the legal foundations of society, the political structure, the role of the individual in history, the personal role in society, and the attitude towards the community of people.

A value-based attitude to work absorbs the entire set of relationships we have considered - to a person, to life, to society. Through work and creativity as the highest manifestation of labor activity, a person demonstrates all his originality and uniqueness. However, the attitude towards work as a value is secondary in a number of motives that guide a person, and in this respect the value of the person himself is manifested. The main directions are accustoming a person to physical and mental effort and teaching skills in a variety of creative, social or other forms of work activity.

The orientation of the content of technological sociocultural programs according to the considered strategic parameters is attractive in that their system allows for a more specific formation of personal qualities and value relationships, incorporating a wide range of qualities between such polar values ​​as “individualism” and “altruism”, “cruelty” and “ love”, “pessimism” and “optimism”, “stinginess” and “generosity”, etc.

1.2 Educational, cultural, recreational and entertainment activities

3)cognitive activity

a) everyday knowledge

b) scientific knowledge

Cognition is the collection of knowledge, finding out the truth about the structure of the world around us, people and society, and methods of action. Cognition occurs in all spheres of human existence and social consciousness (in work, everyday life, politics, etc.) and in various forms. For example, in scientific - they try to find out the objective truth, the laws of the universe (including human); in art forms - they find out, comprehend and try to explain human nature, human perception of the world, in games - they model the world, etc.

From the above it is clear that knowledge should play a big role in the development of man and humanity. At the dawn of humanity, it arose as a way of survival and was purely pragmatic: which roots are edible and which ones will poison you, how to make flint tips for spears and arrows, which animals and how to hunt, etc. There is still no (and cannot be) theoretical knowledge here, connections between phenomena and objects are poorly visible, and even then a supernatural explanation is given.

Searching, cognitive activity is given to us by nature, and it is not without reason that children first master the world objectively and spatially (crawling and grabbing). But now, entering the age of “whys,” they begin human knowledge, i.e. knowledge of the essence of phenomena and objects and identification of connections between them. This requires the development of the ability to think logically, and by mastering the world through the means of art, we develop associative-figurative thinking, i.e. the ability to imagine and feel.

Thus, the accumulation of even a small amount of knowledge affects the individual. But not all knowledge has sociocultural significance and develops human personal qualities. A carefully conducted inquiry into what is brewing in your neighbor's pot is unlikely to contribute to moral, aesthetic or intellectual development. Only knowledge of already created or discovered cultural values, ideals, meanings, norms, methods of action and knowledge of new ones, and not fragmentary, but brought into a harmonious equilibrium system, and therefore having the greatest impact on human development, will be a type of SKD.

Since cognition is the discovery and accumulation of knowledge in all areas (here it has something in common with creativity), we can thereby say that cultural values ​​are created here too. Therefore, we classify cognition as the main types of SKD.

) Culturally creative

The process of mastering cultural values ​​by adolescents remains relevant for modern society. New conditions are being created for the functioning of the socio-cultural environment, new requirements appear for the forms of organizing cultural and leisure activities, as well as for the goals and methods of their implementation. The level of development of the theory of socio-cultural activity directly determines the quality of educational work in the socio-cultural sphere and the quality of the organization of education in the field of leisure.

The specificity of modern cultural and creative activity lies in the fact that it is based on a comprehensive crisis of the axiology of innovative and creative culture: a crisis of rational, individual and creative values, expressed in the emergence of primitive mass culture and the overly complicated and often meaningless elite culture opposing it, the collapse and negation of classical social institutions and the emergence global problems humanity. As I. Bestuzhev-Lada notes: “Culture loses its rational, constructive, useful meaning for society, turns into anticulture, irrational, destructive, pushing humanity towards the abyss unfolding before it.” The main form of the crisis of innovative and creative culture is the destruction of the value of creativity, which led to the collapse of culture into mass and elite. The basic axiological characteristics of both traditional and creative cultural creativity are preserved, but against their background, mass and elite culture emerge, respectively simplifying and complicating value-semantic thesauri and cultural models.

Mass culture is replacing folk culture, which functions around and through traditions. Mass culture is focused not on individual unique creativity, but on the processes of extensive consumption, determined by fashion and market laws of the relationship between mass demand and the corresponding supply. This consumption is determined by an average mass standard, designed to influence the widest possible masses, and acts simultaneously as a person’s ability to freely satisfy his needs, choosing from a variety of supply options, and as a person’s total subordination to artificially formed needs. The general axiological principle of mass culture is mass stereotypical production, and on the basis of its value models other types of artifacts are formed.

Modern mass culture is a specifically organized industry of cultural production, the artifacts of which circulate through channels mass communication and is intended for consumption by millions of people. Mass culture has an ambivalent nature, since, on the one hand, it allows you to get acquainted with the masterpieces of high culture and gain access to high technology broad masses of people, and, on the other hand, standardizes and primitivizes the perception of these masses in order to expand consumption opportunities. And first of all, mass culture actively influences the subconscious layers of the human psyche, stimulating bodily and selfish desires and instincts.

) Recreational and entertainment

There are several levels of recreational and entertainment activities:

The first level - “passive recreation” - involves simple relaxation, relieving emotional stress.

The second level - “active” - is aimed at expending physical and intellectual strength, volitional efforts, and providing quick emotional and physical release. This level includes a variety of entertainment activities - games, dancing, celebrations, etc.

The third level of recreation is associated with a significant activation of a person’s spiritual interests, preferences and capabilities. this level encourages a person to expand spiritual world and mastery of cultural needs.

The fourth level of recreation is focused on the production of a certain type of cultural values ​​and the development of creativity. It is this level that allows a person to improve various aspects of a person’s personality and satisfy the diverse needs and interests of a person in the field of free time.

So, a game is a special way of modeling the world, where we create a conditional model of reality that operates according to the rules we have invented. These rules may replicate real reality, or they may be fundamentally different from it. The value of the game is that it allows you to live through and try on many situations, social roles in a short period of time, that you can go back, replay and find the right solution. Without bearing any responsibility other than for following the rules, the player rises above reality, here he can form and develop those qualities that turned out to be unclaimed for him in reality.

Of course, games come in different forms and are addressed to different qualities of an individual. But if we speak in general, it is clear that the whole person is involved and develops here: imagination (it’s not for nothing that they say that play is creativity, and creativity is play), and emotions, and reason, and physical qualities. Children in play and in fairy tales master the norms of human communication, i.e. moral standards and ideals, and practice them. For adults, the game is more of a compensatory nature, helping to further realize oneself.

The game itself acts as a cultural value, and it is not without reason that the extension of childhood and the opportunity to play carefree is considered by humanity as a huge achievement.

We have analyzed the main types of access control systems, characteristic of all its spheres and areas. But in addition to the main ones, each sphere and area has its own specific types of SKD, mostly formed from the main ones.

Chapter 2. Analysis of various types of socio-cultural activities in cultural institutions

.1 Analysis of the cultural-creative type of socio-cultural activity in the Moscow House of Culture

Cultural and entertainment activities of cultural institutions are one of the main directions. However, in practice, this area of ​​activity of cultural institutions is contradictory. On the one hand, organizing recreation and entertainment in cultural institutions is a popular activity, but on the other hand, the level of this activity is extremely low.

Let us analyze the cultural-creative type of socio-cultural activity using the example of the Salyut House of Culture.

The Salyut Palace of Culture was founded in 1966 and today is a major cultural center in the Northwestern administrative district the city of Moscow. The Salyut House of Culture is undoubtedly well known to several generations of residents of the district from the times when it belonged to the Tushinsky Machine-Building Plant. In the 1990s, the Palace of Culture almost ceased its work for some time, and in 2001, by decision of the Moscow Government, the State Cultural Institution “Palace of Culture” was created Firework ", the director of which was Irina Alekseevna Medvedeva.

Today, the Salyut cultural center is the largest multifunctional cultural center. Behind Last year Young specialists who have higher professional education and big plans for the future have joined the team.

Compared to other forms of communication with art, a person involved in the artistic and creative process always occupies the most active position. The main content of the artistic and creative act is specifically the figurative embodiment of an aesthetic goal. The material from which it is built new image, is a stock of life and artistic impressions acquired by amateurs as a result of direct perception of reality, acquaintance with art, and contacts with other people. In the course of cultural creative activity, all the mental powers of the individual are updated. Thanks to memory, past experiences are preserved and reproduced. Thinking makes it possible to perform the necessary analytical and synthetic operations: comparison, communication, specification, analysis, synthesis, etc. Imagination helps to transform previous experience and create fundamentally new artistic structures based on this transformation. An important condition and factor in the creative process are the volitional efforts of a person, without which there can be neither conscious setting of a goal, nor a choice of means to achieve it, nor concentration on solving the task at hand. entertaining creativity social

Amateur artistic activities are well developed at the Salyut House of Culture. Very strong choreographic groups that were allocated to the House of Dance. The Yunost ensemble, which is well known to the public, practices Russian folk dances. Classical ballet is presented by the Marina Dance Theater. Oriental and gypsy dances are practiced in the Amrita ensemble, and lovers of ballroom sports dances visit the Duet sports and dance club. The Center for Russian Folk Song grew from amateur performances. It includes the Russian song ensemble “Vesnyanochka”, the children’s studio “Tanochek” and the folklore and variety workshop “Subbota”. In addition, there is a Center for Creative Development, which has many interesting club formations for children and teenagers, including learning to play the guitar, a music and theater studio, as well as educational clubs for preschoolers. Much attention is paid to holding festivals and competitions for various age categories - children, youth, veterans, and at a fairly high level. DC works closely with executive authorities and local government in terms of holding socially significant events for residents of the district. For example, together with the prefecture, district holiday concerts dedicated to historical and national holidays are held, and the results of the public recognition competition “Property” are summed up annually.

2.2 Analysis of recreational and entertainment type of socio-cultural activity in the Altai State House of Folk Art

Let us analyze the recreational and entertaining type of social and cultural activity using the example of the “Erudite” circle at the Center for Folk Art and Leisure in Barnaul.

Education and training junior schoolchildren in the “Erudite” circle, it develops cognitive abilities in younger schoolchildren in the process of educational and play activities and develops the following processes: attention, memory, thinking, speech, perception, imagination; forms methods of mental activity, the ability to compare, analyze, and make generalizations.

We came to the conclusion: if we organize a systematic process of play activity that promotes the intellectual development of each child through acquaintance with the world around him; combine teaching, educational, developmental, training and competitive activities, then the development cognitive processes children in primary school effectively.

The task of the Erudite circle is not only to convey a certain amount of information to the child, but, most importantly, to teach him to independently obtain knowledge.

Play is an effective means of developing the cognitive abilities of children in younger years. school age. For fruitful work we did the following:

organized a systematic process of play activity, in which each child developed intellectually,

introduced familiarization with the surrounding world into the educational process, using the game and game elements as much as possible for this;

organized the work of a team of the same age. This made it possible to combine teaching, educational, developmental, training and competitive activities.

The program is based on the principle of selecting the most relevant knowledge for children of this age, necessary for the development of an individual’s cognitive abilities, to broaden their horizons.

In the structure of any game you can find elements of goal setting, planning, goal implementation, and analysis of results. The game is always voluntary, includes elements of competition, brings satisfaction to the participants, allows them to assert themselves and realize themselves.

Children are easily involved in play activities, and the more varied it is, the more interesting it is for them. It may cover some part educational process united by common content.

Gaming activities include games and exercises that develop the ability to identify the main, characteristic features objects, compare, contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ingenuity, etc.

The program is based on the principle of selecting the most relevant knowledge for children of this age, necessary for the development of cognitive abilities, to broaden their horizons.

Taken together, the sections of this program should contribute to the development in children of attention, thinking, memory, creative imagination, speech, perception, cultivation of observation, validity of judgments, the ability to work with a book, and bring work started to completion.

This educational program lasts four months. Classes are held twice a week, two hours a day. Total - 64 hours of study time.

Enrollment of children in the group is free. There are 12 - 15 people in the group.

To implement the program, excursions to nature, visits to museums, and libraries are required.

Table 1

Approximate distribution of study time by topic

N Topic of the lesson Number of hours theory practice excursions total 1. 2. 3Introductory Book - a source of knowledge Development of cognitive abilities through the study of the surrounding world, nature and history native land using the game Attention Memory Thinking Speech Perception Imagination Final game event TOTAL2 2 24 4 4 4 4 4 4 28 4 18 4 2 2 2 2 4 2 22 2 12 2 2 2 2 2 2 142 8 54 10 8 8 8 8 10 2 64

Let us give an example of another type of recreational and entertaining social and cultural activity in the Altai State House of Folk Art - a club.

Gaming technology club "Smileys". This is very symbolic, since the guys here with a smile master the skills of organizing events, learn to be cheerful and sociable. And the number of games and practical jokes that they will soon master will not fit into any animator’s suitcase. Additionally, the children learn the basics of their professions: presenters of children's entertainment programs..

They are engaged in developing scenarios for festive events, making props, selecting audio and video materials for game programs, and working with face painting.

Club students participate in all public events of the House of Creativity: new year holidays, festivities, game programs, discos, etc. Children use their skills acquired in classes in practice in schools, at their place of study, acting as organizers of leisure programs. Many graduates of the team began their careers as cultural organizers.

Conclusions.Currently, society needs such an organization of children's activities that would ensure the development of individual abilities and a creative attitude to the life of each student, the introduction of various innovative educational programs, the implementation of the principle of a humane approach to children, etc. This task can be fulfilled by institutions such as the Altai State House folk art of Barnaul.

Gaming activity gives the desired effect if the following conditions are met:

firstly, games must be humane in nature, pursue a noble educational and educational goal;

secondly, when organizing the game, it is necessary to take into account the age, psychological and pedagogical characteristics of various groups of children and adolescents;

thirdly, the educational and educational impact of games depends on the organization and methodology itself, which, in turn, depends on the pedagogical skill of the teacher.

Nowadays, two main directions in the organization of gaming activities are most often used: club games, primarily KVN, as well as the organization of active gaming recreation for teenagers and young people during the summer holidays, including the organization of tourist recreation for students.

We can draw a conclusion about the increasing role of recreational and entertaining types of social and cultural activities in the socialization of adolescents and youth, about the increasing age threshold for this activity and its demand for everyone age groups. The specifics of the recreational and entertaining type of social and cultural activity are as follows:

Its compliance with the aspirations and socio-psychological characteristics of young people;

The desire for socialization among peers in a group, team, team;

High creative possibilities

Here is an example of the techniques used in the House of Creativity

"Fantasy"

"Planet of Creativity"

Classes in arts and crafts activities according to the “Fantasy” program. The students made more than 400 crafts, souvenirs as gifts for loved ones, exhibitions, and Christmas tree decorations.

Some of the children picked up a needle for the first time, tied their first knot, learned to work with scissors, and use various materials to make decorative and applied works.

Events and classes under the program “Spiritual and moral education of minors.”

The children discovered a lot of new and educational things about Russian traditional culture, became acquainted with rituals and holidays.

During the year, pupils participated in various social events: “New Year”, holiday concerts dedicated to “Defender of the Fatherland Day”, March 8, etc., Competition program"Defenders of the Fatherland", dedicated on February 23.

Participation in theatrical performances:

Theatrical performance based on the play "Khanuma".

Creative workshops are an integral part of technology. It is here that volitional efforts aimed at meaningful manual labor are developed or strengthened, where everyone has the opportunity to see the finished result of their efforts in a product that has not only material, but also aesthetic value.

Conclusion

During the study, the following tasks were solved:

Consider communicative and value-oriented activities.

Thus, communicative activity allows you to transmit, preserve, and master cultural values, and value-orientation activity allows you to acquire, consolidate, or modify your attitude to the world around you, your assessment of social phenomena, your own and others’ actions.

Consider educational, cultural, recreational and entertainment activities.

Cognitive activity is characterized by the assimilation of information and the acquisition of new knowledge in the process of learning and participation in creative activities. Cultural activity is an activity aimed at the development of culture and amateur performances. Recreational and entertainment activities that help to adapt to reality in the form of a game, which itself enters as a cultural value.

Having examined the Salyut cultural center, we came to the conclusion that the unity of goals and objectives facing club institutions, regardless of their affiliation, makes them universal institutions in organizing the leisure of the people, and significantly distinguishes them from other types of cultural institutions.

Organization of recreation and entertainment in cultural institutions is a type of activity of specialists who are required high level professional skills and level of culture of the audience. By organizing recreation and entertainment, specialists can involve people in the action of life itself based on their initiative, activity, and evoke strong, varied emotions.

4. Analyze one of the types of socio-cultural activities in the Altai State House of Folk Art in Barnaul

We analyzed recreational, entertainment, social and cultural activities.

Gaming technology is constructed as a holistic formation, covering a certain part of the process and united by common content, plot, character.

It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; game groups.

At the same time, the game plot develops in parallel with the main content of training, helps to activate mental abilities, and master a number of new skills.

In human practice, gaming activity performs the following functions:

entertaining (this is the main function of the game - to entertain, provide satisfaction, inspire, arouse interest);

communicative: mastering the dialectics of communication;

self-realization in the game as a testing ground for human practice;

game therapy: overcoming various difficulties that arise in other types of life activities;

diagnostic: identifying deviations from normative behavior, self-knowledge during the game;

correction function: introducing positive changes into the structure of personal indicators;

interethnic communication: the assimilation of socio-cultural values ​​common to all people;

socialization: inclusion in the system of social relations, assimilation of the norms of human society.

The game form of cultural and leisure activities is created with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

First of all, games should be divided by type of activity into physical (motor), intellectual (mental), labor, social and psychological.

Based on the nature of the process, the following groups of games are distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developmental;

c) reproductive, productive, creative;

d) communicative, diagnostic, career guidance, psychotechnical, etc.

The typology of games based on the nature of the gaming methodology is extensive. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games.

And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with by various means movement.

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Socio-cultural activity is an activity that is aimed at preserving and transmitting cultural values, as well as the development, self-affirmation and self-realization of individuals and groups through their familiarization with these values. Usually this activity is related to leisure. Specialists work on organizing cultural events, helping in case of difficulties in family and any other communication through organizing free time for children and adults.

Such activities are very important because they are aimed at solving individual social problems and meeting the cultural needs of society. SDS is diverse, it has a large number of different options and institutions, and is characterized by exceptional voluntariness and freedom of choice. Social and cultural activities perform recreational, health, cultural, creative, developmental and informational functions.

Where and how is this taught?

There are more than 60 universities in Russia that offer their programs to train students in socio-cultural activities. The leading universities are Moscow universities, for example, Moscow State University culture and arts, Moscow City Pedagogical University and others. Students study culture and art in all their diversity, their theory and historical development, applied disciplines and humanities, undergo internships in various cultural and production centers.

Graduates of universities of this specialty work in show business, are mainly engaged in organizational activities, negotiate with agencies, agree on holding events, as well as promoting stars along the career ladder. Specialists work with actors, singers, circus performers, organize exhibitions in galleries, etc. Many students in this department emphasize the desire and opportunity to work in their specialty after graduation, the high probability of receiving a profitable income, which grows with the work experience and qualifications of the specialist, as well as a whole range of activities that can be combined with studies. This is one of the most popular modern world areas of activity that, with a competent approach, bring real benefits to society and culture.

Basic professional educational program implemented as follows:

For full-time study Admission is carried out on the basis of basic general education and secondary (complete) general education. Duration of training: 3 years 10 months Qualification awarded: manager of social and cultural activities.

Admission to distance learning is carried out on the basis of secondary (complete) general education. Duration of training: 2 years 10 months Qualification awarded: organizer of socio-cultural activities.

Area of ​​professional activity of graduates: development and implementation of socio-cultural programs, organization and staging of cultural events, theatrical performances, cultural and leisure programs.

The objects of professional activity of graduates are:

• organizations of the socio-cultural sphere, regardless of their organizational and legal forms;
• cultural and leisure institutions;
• regional and municipal departments(departments of) culture;
• houses of folk art;
• socio-cultural and cultural-leisure programs;
• cultural, educational and cultural events; theatrical performances.

Preparing for the following types activities:

Preparing for the following events activities:
Organizational and managerial activities.
Organizational and creative activity.
Management in the socio-cultural sphere.

Organizer of social and cultural activities must have general competencies,including the ability to:

OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.
OK 3. Make decisions in standard and non-standard situations and take responsibility for them.
OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, communicate effectively with colleagues, management, and consumers.
OK 7. Take responsibility for the work of team members (subordinates), the result of completing tasks.

The organizer of social and cultural activities must have

Organizational and managerial activities.
PC 1.1. Develop and implement socio-cultural projects and programs.
PC 1.3. Provide differentiated cultural services to the population in according to age categories.
PC 1.5. Use modern methods of organizing social and cultural activities.

Organizational and creative activity.
PC 2.2. Develop and implement scenario plans for cultural events, theatrical performances, cultural and leisure programs.
PC 2.3. Carry out organizational and rehearsal work during the preparation process cultural events, theatrical performances.
PC 2.4. Use modern techniques and technical means in professional work.
PC 2.5. Use gaming technologies in professional activities.

Manager of social and cultural activities must havegeneral competencies, including the ability to:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in her.
OK 2. Organize your own activities, determine methods and means of performing professional tasks, evaluate their effectiveness and quality.
OK 3. Solve problems, assess risks and make decisions in non-standard situations.
OK 4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.
OK 5. Use information and communication technologies to improve professional activities.
OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, and consumers.
OK 7. Set goals, motivate the activities of subordinates, organize and To monitor their work and take responsibility for the results of completing tasks.
OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
OK 9. To navigate the conditions of frequent changes in technology in professional activities.
OK 10. Perform military duties, including using acquired professional knowledge (for young men).

The manager of social and cultural activities must have professional competencies, corresponding to the main types of professional activities:

Organizational and managerial activities.
PC 1.1. Develop and implement socio-cultural projects and programs.
PC 1.2. Organize cultural and educational work.
PC 1.3. Provide differentiated cultural services to the population in accordance with age categories.
PC 1.4. Create conditions for attracting the population to cultural, leisure and creative activities.
PC 1.5. Use modern methods organization of social and cultural activities.
PC 1.6. Analyze the state of the socio-cultural situation in the region and cultural institution.
PC 1.7. Determine priority areas of socio-cultural activities.
PC 1.8. Use various methods of collecting and disseminating information in the professional field.

Organizational and creative activity.
PC 2.1. Ensure the functioning of folk art groups and leisure groups (associations).
PC 2.2. Develop and implement scenario plans for cultural events, theatrical performances, and variety programs.
PC 2.3. Carry out organizational and rehearsal work in the process of preparing cultural events, theatrical performances, cultural and leisure programs.
PC 2.4. Use modern techniques and technical means in professional work.
PC 2.5. Use gaming technologies in professional activities.
PC 2.6. Carry out organizational and rehearsal work in the process of preparing variety programs and numbers.
PC 2.7. Act as an animator.

Management in the socio-cultural sphere.
PC 3.1. Ensure the effective functioning and development of social and cultural institutions.
PC 3.2. Use knowledge in the field of entrepreneurship in professional activities.
PC 3.3. Participate in the financial and economic activities of institutions in the social and cultural sphere.
PC 3.4. Work with a team of performers, follow the principles of labor organization.
PC 3.5. Use information and telecommunication technologies for professional purposes.
PC 3.6. Comply with ethical and legal standards in the field of professional activity.

Socio-cultural activity is a process that is aimed at creating conditions for self-affirmation, development and self-realization of a group and individual in the field of leisure. At the same time, the whole variety of problems associated with the organization of free time is solved: with communication, creation and assimilation, and so on. The manager takes part in the formation of a satisfactory environment and initiatives of the population in the field of leisure, in solving problems of the religious, historical, cultural, environmental sphere, problems of family and children, using unique forms and methods.

Recognition and social status of actions largely depend on the level of development of theoretical foundations that reveal goals, subject matter, functions, and patterns. Socio-cultural activity has its own, unique features. First of all, it is carried out in leisure (free) time, characterized by the voluntariness and initiative of various groups, and the activity of individuals. Social and cultural activities are determined by regional, national and ethnic traditions and characteristics. It is distinguished by a variety of types, which is based on artistic, political, educational, everyday, professional and other different ages. Implementation is carried out in non-institutional and institutional forms. Social and cultural activities are free from various kinds production, training processes, motivation by profit, business. When choosing a leisure activity related to self-realization, self-development, pleasure, communication, health improvement, etc., the needs and

Socio-cultural activities are characterized by a deep individual orientation. This is due to the fact that it bears traits that are determined by the socio-political and biological structure of the individual. It should be said that the activity in question can be both collective and individual. She is characterized by purposefulness. A consciously set goal sets the process in motion. Thus, preliminary thought after defining the tasks, analysis of the situation in which the action will take place, the choice of means and methods of achievement determine the sequence of activities in the socio-cultural sphere.

When considering the main features, the developmental, humanitarian character stands out in a special way. This is due to the fact that, at its core, the activity has cultural goals.

Analysis of the essence of the subject organizational process reflects the interaction of creative, reproductive, as well as mixed (reproductive-creative) elements. Formative activity is considered a necessary condition in the existence and development of a person. Reproduction is inevitable and obligatory in many forms of leisure activities,

In the section on the question what is socio-cultural activity? given by the author Put down the best answer is Area of ​​possible employment:
tourist excursion and cultural and leisure institutions
travel agencies
travel agency
hotels of various forms of ownership
government agencies governing the tourism industry
production centers
contemporary art centers
cinema and video centers
dance halls
casino
water parks
elite clubs
gaming centers
concert and entertainment events
commercial and non-profit organizations
information support services
marketing departments of cultural and leisure institutions of various profiles

Answer from European[guru]
In different historical periods SKD was called: - extracurricular education (until 1920) - political and educational work (from 1920 to 1970) - cultural and educational work (from 1270 to 1990) - cultural and leisure work (until the mid-90s) -socio-cultural activities (since the mid-90s) Until the 90s of the twentieth century, cultural and leisure work was politicized and closely connected with the ideology of the CPSU. After the putsch, the activities of the CD institutions were depoliticized, deideologized, that is, they became free from party influence and filled with new content, hence the new name of the CD. SKD is an activity aimed at creating conditions for the most complete development, self-affirmation and self-realization of individuals and groups (studios, clubs, amateur associations) in the field of leisure. It includes all the variety of problems in organizing free time: communication, production and assimilation of cultural values, etc. Teacher-organizers have to participate in solving problems of the family, children, in solving problems in historical, cultural, environmental, religious, etc. areas, in creating a favorable environment for SKD and initiatives of the population in the field of leisure. KDD (cultural and leisure activities) component SKD, helps in solving many social problems with its unique means, forms, methods (art, folklore, holidays, rituals, etc.) CPR (cultural and educational work) is also part of the CCD, but, unfortunately, is ineffectively used in the activities of cultural institutions (there are no lectures, lecture halls, folk universities and other previously proven forms of educational work.

Answer from Victor Neudakhin[expert]
SKD is first and foremost a vocation and if this is exactly what driving force then there is no talk about salary here, by the way it is small. and where in our country has it been seen that organizing leisure time, staging holidays, and other dregs that are mainly associated with working with children and teenagers, which is also not easy and pleasant, paid a lot of money. An exception would be the case if you receive orders not from kindergartens and children’s camps (now health centers) but, for example, from the administration. then everything will be covered in chocolate! There’s no point in thinking about staging any theatrical performances, that’s something completely different!