Students’ Approaches to Participation in Informal Architectural Education Environments: ‘Betonart Architecture Summer School (BMYO)’ as a Case Study

‘Betonart Architecture Summer School (BMYO)’ as a Case Study

Abstract

There have been various paradigms, which effect the architectural practice as well as education (Salama, 1995). Environmental, social, economic, political and technological aspects of these are being often discussed in the last decades, throughout the world (Nicol, D.; Pilling, S., 2000). The way of learning and performing practice, the tools and methods that are being used for it and the spaces that these processes take place are shifting with the change of information and technology. Under these circumstances architectural education has faced difficulties in being up to date in particular about curriculum, program and physical requirements. While instant solutions give instant results, it is inevitable that rooted solutions will be encountered to keep up with this rapid change. For this reason, countless ‘informal education’ activities are being implemented, such as competitions, workshops, assemblies, forums, publications, etc.