Lighting for Education - THORN Lighting

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ClassroomsClassrooms are at the heart of the learningprocess. The lighting must be flexible enoughto supply the correct amount of light for thetasks of the day.classroomsPerformance – The lighting objective for a classroom is to helpcreate the right environment for learning. Tasks are generally carriedout on desks, tables and wall spaces, using text books, computersand whiteboards/blackboards. Teachers and pupils interact,and faces and body language need to be seen, therefore goodhorizontal and vertical lighting is essential. Vertical illuminanceprovides good modelling to enable teachers to communicate withclearly understood facial expressions. This is critical for students withimpaired hearing, relying on lip reading or signing.Lighting in the classroom should be flexible and controllable. Whendesigning for the space, ambient, task and accent lighting shouldbe considered. Ideally lighting controls enabling to adapt lightingwhen using audio-visual equipment, and dedicated lighting forwhiteboards/blackboards to ensure clarity, should also be used.Efficiency – It is common for a classroom to have significantamounts of daylight. Lighting controls with daylight sensing shouldbe used to reduce power demand and conserve energy. Of equalimportance is absence and presence detection to turn lights off whenthe classroom is empty or zoned teaching areas within a largerspace.Comfort – Lighting of the ceiling and walls ensures the space hasa balanced ambience. Contrasting the proportions of upward lightto downward light varies the feel of the space, allowing a calm orlivelier atmosphere. Accent lighting of wall displays and handicraftsprovides further variety and interest.Lighting requirementsMaintainedilluminance (E m)Limiting glare value(UGR L)Colour renderingindex (Ra)300 - 500lx 19 80NB. 300 lx is a suitable maintained illuminance level for youngerstudents performing general tasks. 500 lx is a suitable maintainedilluminance level for adult education classes or for smaller or moredemanding tasks.TechniquesLighting with a tightly controlled down light component, for examplespecular louvre fittings or small recessed downlights, should beavoided. This leads to overly strong modelling and harsh shadows.When DSE or LCD flat screen technology is present, luminaires withmedium levels of optical control are suitable. This level of control isnormally sufficient to ensure there are no sharp contrasts, caused bythe artificial lighting, to appear on the display screen. DSE shouldnot dictate the lighting requirements of the classroom as they mayonly be used for limited periods of time.Whiteboards/blackboards should be positioned to avoid the teacherappearing in silhouette against the surface, this will reduce thevisibility of the teachers face. If audio-visual projectors are used theluminaires should be positioned not to impede the projector image.10
SENSAMODULARQVINTUS LINE XSOPTUS IV MENLOSOFTPLANOR C PLANOR RRalph Thoresby School, Leeds, UKOstervala School, SwedenUsworth Sixth Form College, UKMalmo Hogskola, SwedenMédiathèque, France11
Page 4 and 5: Green MattersFor every kWh of energ
Page 6 and 7: Standards and legislationStandards
Page 8 and 9: Objectives site mapA school buildin
Page 12 and 13: Entrance HallsThe power to impress
Page 14 and 15: Corridor and StaircasesCirculation
Page 16 and 17: Assembly HallsMaking speeches, thea
Page 18 and 19: Laboratories and WorkshopsSpecialis
Page 20 and 21: Sports HallsA sports hall is a mult
Page 22 and 23: OutdoorDesign by day, light by nigh
Page 24: Case StudyQuinto Vicentino Primary
Page 27: Everything you need to knowabout li

Lighting for Education - THORN Lighting

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