project lighting design/sustainability architectARCHITECTURAL
Westminster Academy, BDP Allford Hall Monaghan Morris
London (AHMM)42 EDUCATION
ENGLAND
NEW SCHOOL
OF THOUGHT
The current UK government is a creating the right impression in room area and surface finishes. This means we need adaylight
significant waya long the road the reception is fullyaccepted. In However,this is averybroad factor of 3% to achieve our design
of its plans to invest in the order urban spaces the links between and over simplified quantifica- target of 300 Luxand 5% for
of £2 billion in building and lighting and crime, the perception tion of averycomplexand highly all demanding teaching spaces.
refurbishing schools. This offers of safetyand the creation of a subjective element of lighting and This deduction also needs to be
the people who are involved in night-time economyare com- architectural design. implemented bearing in mind the
their design aunique, once-in-a- pletelyaccepted. In fact, lighting Historically,inthe UK,upuntil words at the start of the quote
lifetime opportunity.Schools that designers are employed and the CIBS Code of 1977 the “where possible”.
are performing poorlyor schools allowed to practise their art and regulations required amini- More prescriptive is the require-
that are housed in aged decrepit science where there is perceived mum daylight factor of 2% in all ment that “Teaching spaces
buildings are being identified commercial value. But what about classrooms. This is one of the should have views out except
and re-built. Manyof the UK’s spaces where there is social value elements that contributed to age- in special circumstances. A
schools buildings are between 50 but limited commercial value? neric classroom design with high minimum glazed area of 20%of
and 100 years old and it is likely It could be argued that urban ceilings and tall windows. This internal elevation of the exterior
that this wave of new schools will lighting embraces some social requirement was removed during wall is recommended to provide
stand for the same amount of elements and has positive benefit the energycrisis as heat loss and adequate views out.” This is
time. In 50years time education on the communityit serves. In energyuse was more important supported byrecent subjective
maybe delivered in acompletely schools and hospitals, two of the than savings due to daylight and research that found that view
different wayso this could be the most sociallyimportant spaces, little was known of the psycho- was amajor contributor to the
last opportunitymanyof us have the lighting design is, more often logical and biological benefits of perception of daylight and could
to design the lighting for aschool than not, left to the electrical engi- daylight. compensate for the reduced
building. neer or even electrical contractor. Current up-to-date guidance numerical value.
The CityAcademies programme At BDP Lighting we are proud lacks this historic level of clarityin
has seen new schools designed (and privileged) to be part of the its recommendations. Much of the Building Bulletin 90 –Light-
and completed byseveral promi- minorityof lighting designers, a nd information is vague and difficult ing Design for Schools states
nent architects including Sir Nor- part of amulti-disciplinaryteam, to interpret. One consistent state- that “Unless there are over riding
man Foster and Wilkinson Eyre that enables us to practise the ment, taken from “LG10:Daylight reasons for not doing so in certain
amongst others. When the Gov- science and art of lighting in these and Window design”published rooms, the school designer should
ernment began this programme environments. We are trying to byCIBSE,that is repeated in most assume that daylight will be the
it was on the basis that theyfirmly bring the knowledge and experi- publications relating to daylight is: prime means of lighting when it
believed that better designed en- ence learnt on other commercial ‘Anaverage daylight factor of is available”. Again no implicit
vironments will encourage more projects into the school environ- below 2% generallymakes a target is given but the mantra
positive behaviour and improved ment. Schools are the places room look dull; electric lighting is that “rooms with daylight factor
academic performance. where the thoughts and behaviour likelyto be in frequent use… an greater than 5% will be consid-
As lighting designers, we are of our children are developed and average daylight factor of 5% or ered to be day-lit and those with
part of agrowing awareness of moulded. Surelywe all want this more will ensure that an interior less than 2% will require frequent
the power of light and its role in to happen in the best qualityof looks substantiallydaylit....’ artificial lighting is repeated”.
design and usabilityof spaces environment possible? Lighting,
and places. Our craft is widely both electric and natural, has a Building Bulletin 87 -Guide- BS 8206 Lighting for Build-
recognised in environments where significant role to playin the qual- lines for Environmental ings –Part 2: Code of prac-
the commercial cost of design ityof environment in aclassroom. Design in Schools states that tice for day lighting –this
and high qualityluminaires are Natural lighting has asignificant “where possible priorityshould be standard describes the good
seen as valuable investments. role to playin the qualityof envi- given to design for daylight as the practice in daylighting design
In retail spaces the link between ronment in aclassroom. main source of light in working and presents criteria intended
brand qualityand customer spend We consider daylight in terms of areas”. It does not implicitlystate to enhance the well-being and
is well established –lighting can the daylight factor.Daylight factor what level of daylight but we can satisfaction of people in build-
playakeyrole in supporting the is the percentage of exterior illu- deduce this from the illuminance ings. Like all British Standards it
brand image. In commercial minance received on areference criteria. Typicallywe know that is intended to give guidance and
offices the value of lighting to the plane within aroom (Eint/Eext) the exterior daylight availability compliance with the standard
workforce is starting to be under- and is afunction of window size exceeds 10,000 Luxfor asignifi- does not confer immunityfrom
stood but the power of lighting in and transmission relative to the cant portion of the school year. legal obligations. Again, the
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 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124