Students' Approach to Participating in Informal Education

The Case of Betonart Architecture Summer School


  • Neslihan İmamoğlu Yıldız Technical University




architecture education, informal education, workshops in architecture, summer school, Betonart Architectural Summer School


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. This paper focuses on BASS (Betonart Architectural Summer School) as a case to understand the motives of participating in such activities from the perspective of architectural students. It tries to demonstrate that students are aware of the importance of informal educational activities, furthermore they are increasingly demanding.

How to Cite

İmamoğlu, N. (2020). Students’ Approach to Participating in Informal Education: The Case of Betonart Architecture Summer School. EAAE Annual Conference Proceedings, 100–117.



Author Biography

Neslihan İmamoğlu, Yıldız Technical University

Neslihan graduated from the department of architecture at Yeditepe University in 2012. She has completed her master thesis in 2019 in architectural design program at the Yıldız Technical University. She has been working on physical environment and design perception under the umbrella of TAG Platform since 2012. She has been undertaking the role of an editor, publication coordinator and content developer at architectural publications, workshops, and events initiated by Binat Communication and Consultancy, since 2013. She took part in architectural competitions as jury member, jury secretary and part of the organization board.


Becan, Ç. (2019, 11 8). Betonart Mimarlık Yaz Okulu Yuvarlak Masa Toplantısı Ses Kaydı. (B. Dergisi, Interviewer)

Ciravoğlu, A. (2001). Workshop’ların Mimarlık Eğitimine Katkısına ilişkin Bir İnceleme: EASA 20[00] Örneği. Mimarist, 100–105.

Collective. (2014). Bağlantı, Betonart Mimarlık Yaz Okulu Afyon 2014. (N. İmamoğlu, Ed.) Ankara: TÇMB.

Collective. (2012). Betonart Mimarlık Yaz Okulu, Kesişme. Ankara: TÇMB.

Collective. (2017). Bir Şans Daha Ver!, Betonart Mimarlık Yaz Okulu, Bursa, 2017. (N. İ. K. Bilge Erdem, Ed.) Ankara: TÇMB.

Collective. (2013). Ütopya Kent, Betonart Mimarlık Yaz Okulu, 2–10 Temuz, Burhaniye. (H. K. Sharma, Ed.) Ankara: TÇMB.

İmamoğlu, N. (2019). Enformel Mimarlık Çalışmalarında Öğrenci Motivasyonunun Araştırılması: Betonart Mimarlık Yaz Okulu Örneği. İstanbul: YTÜ FBE Yayımlanmamış YL Tezi.

Nicol, D.; Pilling, S. (2000). Architectural Education and The Profession: Peraring for the Future. In D. V. Nicol, Changing Architectural Education: Towards a New Professionalism (pp. 1–21). London: Spon Press.

PAB. (2019). Çoğulculuğu Önemseyen Bir Deneyim. Betonart (63), 10–13.Rogers, A. (2004). Non-Formal Education: Flexible Schooling or Participatory Education (Vol. CERC Studies in Comparative Education). USA: Springer, Kluwer Academic Publishers.

Salama, A. (1995). New Trends in Architectural Edcucation: Designing the Design Studio. Raleigh: Tailored Text.

Survey, A. P. (2001–2002). APME Pan European Survey.

Teymur, N. (1995). Elma, Armut ve Müfredat: Mimarlık Eğitiminin daha çözümsel tartışılabilmesi için kuramsal bir yöntem denemesi. Mimarlık ve Eğitimi Forum 1: Nasıl Bir Gelecek? (p. 207). İTÜ.

Vardiya/Shift Curatorial Team. (n.d.). Vardiya / SHift. Retrieved 11 19, 2019, from

Yürekli, H., Yürekli, F. (2004). Mimarlık Eğitimi: Çözüm 5 Yıl mı? In: Mimarlık Bir Entelektüel Enerji Alanı. İstanbul: YEM yayın.

Werquin, P. (2008). Lifelong Learning in Europe. OECD, Recognition of non-formal and informal learning in OECD countries: A very good idea in jeopardy. Paris: OECD.