Opinto-opas

Objective

Students will understand the significance of self-motivated activity and be able to encourage and support the client. They will know how to design and implement a project that follows sociocultural animation principles and analyse the achieved changes. Students will apply the elements of animation to work activities and support client subjectivity. They will know how to use participatory pedagogy in their counselling.

Content

Project planning and implementation according to the principles of sociocultural activity. Goal-oriented inclusion and inclusive methods selected according to the specific nature of a group. Encountering and assisting encounters. Building pedagogical relationships.

Location and time

Contact lectures / workshops, in Myllypuro campus

Mon 25.3.2019 08.30 - 11.45 MPA6020
Introduction to the Module; some principals of socio-cultural animation.
Who are we? Our sociocultural backgrounds
Group building (exercises); Forming the project teams: contact to the communities. Introduction of the project options and target communities.
Making a contact to the communities; pre-research of the needs (through activating methods: Seppo-game idea workshop; games etc.)

Thu 28.3. 08.30 - 11.45 MPA2030
Socio-cultural warm-ups; Seppo-exercise. Team building and division of tasks.
Feedback of the exam (Discussion of Housing area project).
The triangle of the goals: facilitators, target community, organisation
Planning the preliminary visit to the community. Basic structure of the group session.
Seppo-game practical planning (Vuosaari example).
Evaluation of the day (through activating methods).

Fri 29.03.2019 08.30 - 11.45 MPA2030
Socio-cultural warm-ups
Methods and facilitation techniques of Socio-Cultural Animation
Seppo-game planning.
Evaluation of the day

Tue 9.4.2019 08.30 - 11.45 MPA6020
Socio-cultural warm-ups
Process model of the Socio-cultural Animation intervention
Examples of Socio-cultural work: a) How to design a better housing area? Participatory Animation in a Housing area (Rautala-projekti) OR b) Superheros - children and active citizenship through educational drama.
Evaluation of the day

Thu 11.04.2019 12.45 - 16.00 MPA2030
Socio-cultural warm-ups
Methods and facilitation
Basic principles of Community Animation. Three dimensions of Socio-cultural animation (Social/ Pedagogical/ Cultural). Theory and praxis. History and definitions of socio-cultural animation
Evaluation of the day

Mon 15.4.2019 08.30 - 11.45 MPA6020
Socio-cultural warm-ups
Example of Socio-cultural work: b) Superheros: Educational drama in primary school for active citizenship
Evaluation of the day

Tue 16.4. 12.45 - 16.00 MPA3009
Socio-cultural warm-ups
Techniques of facilitation; trouble-shooting
Evaluation of the day

Tue 23.04.2019 08.30 - 11.45 MPA6020
Socio-cultural warm-ups
Work-in-Progress Demos; facilitation exercises
Evaluation of the day

Tue 25.4.2019 12.45 - 16.00 MPA2030
Socio-cultural warm-ups
Work in progress: Demo testing of the plans
Evaluation of the day

Mon 6.5.2019 08.30 - 11.45 MPA2030
Socio-cultural warm-ups
Theory and Practice; Process Reflection
Work in progress demos: facilitation exercises
Evaluation of the day

Tue 14.5.2019 08.30 - 16.00 MPA2030
Socio-cultural warm-ups
Theory and Practice; Process Reflection
Evaluation of the day

Tue 21.5.2019 08.30 - 16.00 MPA2030
Presentations of the projects, Evaluation of the module;
Festival of Animation!

Materials

Literature and resource materials:

Animateurs, animation, learning and change: Kalcheva, A (2016) Theoretical And Historical Aspects Of Socio-cultural Animation. Trakia Journal of Sciences, No 3

Kotilainen, Sirkku (2004) Civic web as learning community. In: Esa Sirkkunen & Kotilainen Sirkku (eds.) Towards Active citizenship on the net. Possibilities of citizen oriented communication: case studies from Finland. Tampere: University of Tampere, p.279-299.

Marrengula, Miguel L (2010) Addressing socio-cultural animation as community based social work with street children in Maputo, Mozambique. Tampere: University Press.

Sredovska, E. (2015) Application Of ? French Model Of Sociocultural Animation At Adolescents’ Leisure Time. Trakia Journal of Sciences, Vol. 13, Suppl 1.

Tadeu, Pedro & Lopes, Ana (2015) The game and sociocultural animation – A strategy of inclusion and prevention.

Teaching methods

The student will learn to plan and implement a project based on the principles of Socio-cultural animation. Goal-oriented and inclusive participation of the chosen communities through the activating socio-cultural animation methods.
The methods and aims are selected in a dialogue with the communities and its individual members to adapt the specific cultural characteristics and individual needs of the chosen target communities.

In this study unit the student will be able to
plan and implement a project that follows the principles of community animation
understand the importance of the action and inspiration that raises from the human it-self (down-top planning)
encourage and support the client groups in these outgoing activities.
understand communities as part of larger social and cultural environment. Purpose is to understand the needs, ideas and concerns of the community. The project should be endorsed by the community itself.
adapt and use different art based and participatory methods of community animation in her work and she can support the subjectivity of a person.
capable of analysing the changes in the community within the project.
learn and rehearse different question based facilitation and group leading methods.
familiarize with the history and philosophy of community animation.

Theory and Methods:
The module and contact lessons are practical in nature, and we learn by doing and reflecting.
We will study the nature and guiding principles behind socio-cultural animation (dialogue, participatory approach, facilitation, identifying the needs and aims of different actors).
In a team, the student will implement a community animation project with a chosen target group / or combination of target groups (e.g. children and elderly).
The student herself will also experience a dynamic group process of socio-cultural animation. The contact learning is organised as a participatory group process.

Team Projects:
Mobile Navigation game Seppo as a tool for animation in Myllypuro area
In the 2019 spring implementation of the module we will explore the use of a mobile phone based Finnish game platform Seppo. (See this link)
It is a game where individuals or small groups can make tasks in a small or large-scale geographic environment by navigating to the certain locations by their mobile phones. When a player (group or individual) navigates to the location on map, the task will open and will be done. The facilitator/ leader of the game can follow the players by navigator and have an on-line chat with them during the game. We will create new creative contents on this platform with/for/about the community. This game is widely used in the Finnish schools and other communities, however it is licenced.

Teams:
We will establish teams of three students, who will develop individual projects where Seppo-game is a part of the process. Each team will implement a Community Animation project to facilitate the encounter of immigrant organisations, municipality/public sector and local associations or similar projects with other client groups and their combinations in Myllypuro area of Helsinki.
Each project will have a specific theme. It can be connected to the history, present or the future of the area. It can have fictional frame story or it can be realistic.
The game will be developed at least partly with the community (by/ with / for / about the community?)

Employer connections

Work Life partners / communities e.g.:

Myllypuro Secondary School
Myllypuro Primary school (Korttelikoulu)
Keinutie Primary School
Päiväkoti Leipuri
Myllypuro Community House (Asukastalo Mylläri)
Asukaspuisto Myllynsiipi
Playground (Leikkipuisto)
Myllypuro Asukaspiiri (elderly)
Myllypuro Housing Area Association (Myllypuron asukasyhdistys).
Myllypuro Youth house
Klubitalo Special Needs Association
Immigrant associations or independent groups
Family associations
Kindergartens

Exam schedules

Assignments:
(see in detail in Oma workspace; where the written assignments will be returned and commented)

EXAM: Report on Housing Area project in Toijala.
DISCUSSION CHAIN in Oma for each field work team. In the chain student will do the on-going planning and follow the work of the other teams. Teachers will comment on their work and give advice of the materials.
PROJECT PLAN: (group assignment) + REVISED PROJECT PLAN after initial workshop/contact with the community;
PROJECT: Implementing a small scale Socio-cultural process. Projects are implemented in teams of three students (one Finnish speaking in a team).
1) Preliminary visit 2) Planning of the project 3) Implementation 4) Evaluation 4-5 meetings with the target group and participatory methods are used in every step.
PRESENTATION OF THE PROJECT: Show and tell visually what you have done and how the steps of the process were implemented.

International connections

Exchange students; DPSS students.

Student workload

Hours: contact lessons 40 hrs; 70 hrs independent work

Assessment criteria, approved/failed

Participation in contact lessions 80 %
Active participation in planning and implementing the project (active participation in the facilitation and reporting 80%)
Participation in the project reporting.
Participation in the final seminar and presentation.

Content scheduling

See the description and timetable.

Further information

The interest areas of the students will be taken into account in the choice of target communities / client groups.

Means of communication during the unit:
All the assignments are in Oma.metropolia.fi workspace. All assignments will be sent there and the comments will be given to your work. Most of the assignments will be open for the whole student group to read, but not comment.
Urgent announcements will be given through Oma, and can be found there. They will also come as email to your metropolia.fi mail.
Questions to the teacher can be sent to Jouni.piekkari@metropolia.fi
Project teams will open a discussion chain in Oma workspace “Discussion”, where also teacher can comment and advice your work.
For the communication with the field partners we will possibly open a closed facebook group.
Teachers: Jouni Piekkari mobile phone: +358 40 661 5764, Tiina Lehto-Lundén phone: +358 40 641 8256

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, satisfactory (1)

Assessment:
Assessment criteria see the attachment.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Assessment criteria, approved/failed

Assessment:
Assessment criteria see the attachment.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Assessment methods and criteria

Assessment and criteria:

Assessment takes place in dialogue with the students in practical workshops.
Each day is evaluated in the end (group process, learning methods, project progress).
Project plan is evaluated through practical feedback with the teacher; also practical work-in-progress seminars.
Final evaluation takes place through a) the project report and b) the group presentation. The teams will self-evaluate their work through the principles of

Socio-cultural animation:
How did we, in the limited time frame, implement the core principles of sociocultural animation in each step of the process?
How we as a team worked as a community based on socio-cultural animation principles?

Passed / failed
Participation in contact lessons 80 %.
Active participation in planning and implementing the project (active participation in the facilitation and reporting 80%).
Participation in the project reporting.
Participation in the final seminar and presentation.