Share:


Non-formal education in architecture: Latvian experience

Abstract

A wide selection of informal and non-formal learning options has been developed during the last couple of decades by many schools of Architecture and non-educational bodies to accumulate creative potential of students and give them the opportunity to express themselves in alternative learning environments. These options include summer schools, short-term brainstorming actions, competitions, and other activities focusing on interdisciplinary approach, teamwork and intense discussions with professionals from various fields not directly involved in the formal education process.Considering high popularity of non-formal learning activities and many students involved, it is important to evaluate the respective experience to estimate whether and how abilities and skills acquired through non-formal learning could benefit to those requested by the formal education programmes.The paper discusses the role and methods of non-formal education in Architecture with an aim to identify particular goals achieved using each form of learning. The case study presented in the paper is based on more than 12 years’ experience accumulated by Riga Technical University, Faculty of Architecture, in organizing non-formal educational courses for the students of Architecture and the related fields considering the experience students gained participating in the activities organized by themselves or other parties.

Keyword : non-formal education in architecture, project-based approach, learning by doing, collective creativity, teamwork

How to Cite
Bratuškins, U., Treija, S., & Babris, M. (2018). Non-formal education in architecture: Latvian experience. Journal of Architecture and Urbanism, 42(1), 46-51. https://doi.org/10.3846/jau.2018.1843
Published in Issue
May 28, 2018
Abstract Views
2273
PDF Downloads
633
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Davis, A. (2013, August 31). Story Tower by RTU international Architecture Summer School. Retrieved from https://www.dezeen.com/2013/08/31/story-tower-library-by-rtu-internation-al-architecture-summer-school/

European Association of Architectural Education (EAAE). (1978–2018). Retrieved from http://www.eaae.be/

European Network of Heads of Schools of Architecture (ENHSA). (2002–2014). Retrieved from http://www.enhsa.net/

Gerber, B. L. (2001). Development of an Informal Learning Opportunities Assay. International Journal of Science Education, 23, 569-583. ISSN 0950-0693. https://doi.org/10.1080/09500690116959

McMahon, M., & Kiernan, L. (2011). Beyond the studio: collaboration and learning outside the formal design studio. Design Principles and Practices: An International Journal, 5(3), 449-461. ISSN 1833-1874. https://doi.org/10.18848/1833-1874/CGP/v05i03/38087

Mpotokwane, P. (2013, September 10). The Story Tower by RTU International Architecture Summer School. Retrieved from http://www.frameweb.com/news/the-story-tower-by-rtu-international-architecture-summer-school

Oakley, B. F. (2004). Turning student groups into effective teams. Retrieved from https://www.scribd.com/document/322595530/Turning-Student-Groups-into-Effective-Teams-pdf

Ozola, E. (Ed.). (2012, January 16). Riga Technical University International Summer School 2003–2011. Retrieved from https://issuu.com/evelinaozola/docs/rtu-summer-school-2003-2011

Pankowska, M. (2017). Non-formal education architecture modeling. BUSTECH 2017: The Seventh International Conference on Business Intelligence and Technology. Athens: IARIA. ISBN 978-1-61208-536-4.

Polatoglu, C. M. (2012). As an educational tool the importance of informal studies/studios in architectural design education. Procedia – Social and Behavioral Sciences, 47, 480-484. https://doi.org/10.1016/j.sbspro.2012.06.684

RTU Summerschool. (2012–2016). Retrieved from http://www.rtusummerschool.lv/

Stempfe, J., & Badke-Schaub, P. (2002). Thinking in design teams – an analysis of team communication. Design Studies, 23(5), 473-496. ISSN 0142-694X. https://doi.org/10.1016/S0142-694X(02)00004-2