Use of readily available resources to enhance human experience and lifestyle is a practical way to implement in man’s daily activities. Short-term and long-term results and advantages can be gained from this practice. …
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On the same light, architectural designs continue innovating and evolving to address current and emerging requirements of clients and users. Many architects have long adopted several design strategies which they find as beneficial not only for their clients but also to maximize use of available and natural resources such as sunlight, wind and air, water, and other elements that come for free. In many instances, natural light and air are recommended use for human benefits.
Architectural design has evolved to integrate natural elements into the context of planning and implementation. Use of these elements have various benefits that impact on the design of buildings itself, use of the building, its efficiency, benefit to users, as well as the environment. Air, light, and energy are only some of the elements that are used by architects in their design and implementation.
In an attempt to explore the advantages of natural lighting in the learning environment, this research paper will try to determine whether there is enhanced learning using natural light in the learning environment. It will try to answer the following questions:
• Does natural lighting affect students’ performance and well-being? And if it does, up to what extent?
• What are the positive effects on health and performance of using natural light?...
874, it has been suggested in the book School architecture: being practical remarks on the planning, designing, building, and furnishing of schoolhouses by Robson that daylighting of classroom was important. He further suggested use of daylighting through sunny windows or sourced from the north, and that south or south-west lighting should be avoided. This was widely implemented in United Kingdom schools. Robson further advised that the classroom us well lighted when it has about 20% glazed area to floor areas. Glare at this early period was already avoided. From the 1900s to 1930s, there had been emphasis on the use of daylight in schools. This was called “open air school” achieved through a complete opening to one side of the classroom with a garden site (Clay, 1929). This also achieved well-ventilation. The concept was further developed with the adoption of the corridors and verandahs separating schools described a bilateral lit classroom. This approach in architecture echoed the facilitation of sunlight penetration into the classroom (Clay, 1929). The open air school was so popular it persisted until after the Second World War. An innovation adopted at that time is the maximum use of glazing area. Daylight was retained as the principal source of lighting. By 1984, glare from large windows as well as heating of classrooms during summer had policy-makers in the education sector reconsider the design where artificial lighting was introduced in classrooms (Hopkinson and Longmore, 1958). The introduction of fluorescent lights as well as air-conditioning reduced the sizes of windows in classrooms (Brown and Hult, 1967). In addition, educators found windows to distract students’ attention in class (Brown and Hult, 1967). During the oil crisis in 1970s, windowless
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“Enhancing Learning Through Architecture: Natural Light in Learning Thesis”, n.d. https://studentshare.org/architecture/1393002-enhancing-learning-through-architecture-natural.
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