projectARCHITECTURAL
Westminster Academy,
London44 EDUCATION
ENGLAND
Pic: Rob Parrish
Left: the addition of artwork on loan has turned the open light wells into display cases; Bottom Right: the use of strong
lines of continuous surface mounted bare battens creates a strong graphic languages in harmony with the materiality and
architecural design concept; Top Left: the lecture theatre also uses simple linear lighting to create a strong visual effect
with the outside environment islit schools” by7%-14%. ing.This is quite an onerous re- white on their south facing side,
essential. The kinetic movement ofIn addition to this veryschool quirement, but an important one to optimise reflected sunlight and
the sun through aspace is agreatspecific research, other research nonetheless, especiallyin the light coloured on the inward facing
indicator of the passage of timedemonstrating that high levels of of the information about the effect north side. Their spacing,inclina-
and most people would express anatural light are essential to con- of daylight student performance, tion and height were carefully
preference for this connection withtrolling melatonin and contribute behaviour and well-being. designed to attenuate the majority
the outside world. In the develop-to general motivation, alertness In Westminster Academy,BDP of sunlight entering the glass roof,
ment of the central atrium spaceand well being Lighting worked with architects whilst allowing some shards of
for Westminster AcademytheConsidering all the sources of AHMM to maximise the daylight sunlight in to animate the space.
solar screening to the glazed roofinformation described above, the performance of the building to The light wells to the internal
was designed to offer full solaruse of daylight as the main source create astimulating,efficient and rooms underwent an iterative
shading from sunlight comingof light within schools is going to low energylighting installation. design process. Various influenc-
from the south but allow sunlightbe akeyfactor,not onlyin their Twokeyarchitectural elements ing factors, such as roof aperture
to penetrate the space at the startsuccess as buildings but also in were used to increase diffuse sizeand area of glazing were
and end of the day.the academic performance of the skylight in classrooms and control varied to demonstrate the benefit
The louver system allows ahighstudents. sunlight in the atrium: of particular changes.
degree of diffuse light to enter theIn practical terms, the design of a 1. Aglazed roof to the atrium
space, both byreflection of sun-classroom is aseries of compro- with deep baffles to reflect direct Sunlight:
light and direct passage of diffusemises to achieve the best environ- sunlight into the space; Sunlight is averyimportant part
skylight. When the sun does entermental conditions. Large windows 2. Light wells that bring natural of natural lighting that can cre-
the space at the start of the daycost more than solid walls, have a light into the rear of classrooms ate an inspirational and uplift-
it paints dramatic stripes of lightpoorer acoustic performance and that face onto the atrium. ing emotional response. In a
into the dining area that will beare worse performers in terms of classroom space it can also be
used bypupils arriving earlyforthermal insulation. To achieve a Designing the atrium lighting, uncomfortable and glaring,soa
breakfast. At the end of the schooldaylight factor of 5% in atypical the aim was to maximise diffuse good blind system or sophisticat-
daythe sunlight dramatically8m x8m classroom with asingle skylight ingress, whilst control- ed external shading is an integral
crosses the protruding geometricexternal wall requires aglazed ling sunlight and providing some part of anyclassroom space. In
blocks of the classrooms on thearea that covers the entire window direct views of the sky. more informal, general spaces
opposite faces of the atrium.wall from desk height to the ceil- The baffles are painted matt however providing aconnection
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