This page contains a Flash digital edition of a book.

Above: LG5 re-emphasises good face-to-face communication by lighting faces, regardless of height Right: A school dance studio, where lighting has to work with the mirrors

design process to ensure daylight is where it deserves to be – high on the priority list and used where it is needed – in all learning environments. But good design also entails removing daylight when the need arises. LG5 sets out new targets for the Daylight Factor and offers insight into newer daylight design methodologies for the professional to investigate. When it came to energy efficiency in


Lighting design Visual function Architectural integration Energy efficiency Maintenance Natural and daylighting Learning spaces Display screen equipment Lighting for whiteboards

Pupils with visual and hearing impairments Exterior lighting Emergency lighting

Society of Light and Lighting’s LG5: Lighting for Education can be purchased from the online CIBSE bookshop at publications

lighting, the team behind LG5 wanted to take a different approach to the minimum performance standards set by the Building Regulations. It was felt that these standards often ignore the benefits of daylight and the savings they can provide. As a result, LG5 takes

good design, including comfort issues. If it remains unclear how a given space

is intended to be used, then the Building Regulations may be an easier starting point. Even so, for all educational spaces there has to be a use and a philosophy of use in mind, and so applying EN15193 makes much more sense. Computers and electronic screens are,

into account the Energy Performance in Buildings Directive, and the Lighting Energy Numeric Indicators, and aims to bring user comfort firmly back into lighting design, while using simple and sensible lighting controls to reduce overall energy use. LG5 sets a new challenge to building designers to push the design limits further. The aim is to make designers think more about how spaces will be used and to potentially change the way buildings are massed. This is not intended to be a comfortable challenge. But who said design should be easy? The LG5 team set the energy values from

The new guide reflects the view that clients should employ a professional lighting designer early – even before the architecture is massed and orientated

of course, now widely used in learning environments. Most modern screens with the right software can cope with luminances significantly higher than the current Lighting Guide 7 might suggest. LG5 offers new numbers on this area, in a table that is a long way into the guide – and deliberately so, since the key message of the guide is: design for the human need first. LG5 also re-emphasises

that good face-to-face communication drives

the EN15193 European standard as a base target – that is, one that should be surpassed – and added higher numbers for ‘good’ and ‘excellent’ energy performance, similar to the BREEAM philosophy. At the same time, LG5 aims to allow room for manoeuvre on

30 CIBSE Journal June 2011

good learning, so lighting the face, wherever it may be, at whatever height and facing in whichever direction, is key to promoting learning. In the current climate, with the school building programme cut to the bone and the university sector under pressure, it might seem an odd time to launch a lighting guide based around education. But, of course, education goes on – if not in new buildings, then perhaps in refurbished ones – and the provision of good lighting provided by professional designers has to be a priority.

l IaIn Macrae is head of global lighting applications management at Thorn Lighting and is president-elect of the SLL


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72