43
MARTIN LUPTON AND LUKE SMITH-WIGHTMAN OF BDP LIGHTING EXPLAIN THE ART OF
LIGHTING DESIGN IN SCHOOL ENVIRONMENTS. USING THEIR WORK AT WESTMINSTER
ACADEMY AS A CASE STUDY, THEY EMPHASISE THE IMPORTANT ROLE OF DAYLIGHT, THE
GUIDELINES ASSOCIATED WITH IT AND THE NEED TO CONSIDER ELECTRIC LIGHT AS AN
HOLISTIC ELEMENT OF THE ARCHITECTURE AND OVERALL VISUAL ENVIRONMENT
criterion of a5%daylight factor if
apredominantlydaylit appear-
ance is quoted. Minimum daylight
factors are quotedfor dwellings
(1% in bedrooms, 1.5% in living
rooms and 2% in kitchens) but no
other applications.
The Building Research Estab-
lishment Environmental As-
sessment Method (BREEAM)
for Schools: the most recently
published document on the use
of daylight within schools and
assesses the amount of daylight
with regard to Health &Wellbeing
of the occupants. In this document
clear targets are given. Forone
credit at least 80%ofthe spaces
should achieve aDaylight Factor
exceeding 2%. Fortwo credits (in
amulti-storeybuilding) all spaces
must exceed 3%. In addition to
this the room depth criteria must
Above: The atrium is illuminated using daylight supplemented by Zumtobel Tecton battenbe met to ensure uniformity.
luminaires from the adjacent walkways
Below: the external, as well as the internal, lighting scheme is intended to work in close
harmony with the architecture designed by AHMMAs the physiological and bio-
logical effects of daylight become Pics by David Barbour, Sanna Fisher-Payne, BDP Ltd. unless stated
more widelyunderstood and
appreciated the reasons and justi-
fications for high levels of daylight
in schools can be enforced.
Recent research indicates that
high levels of daylight are avery
positive contributor to academic
performance and behaviour of
students. Research in the USA,
bythe Pacific Gas and Energy
Company,showed that students
in classrooms with the highest
daylight factors (in the order of
10%) progressed up to 20%faster
on maths test and up to 26%
faster on reading tests. The results
of similar research in Sweden
showed significant correlation
between behaviour and daylight.
In broad terms this research has
also shown that student who
attend “daylit”schools outper-
formed students from “none day
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