Extract

Lighting design in education facilities is acknowledged as important. Design advice, guidelines, and standards about daylight and artificial lighting design provide normative expectations about explicit lighting levels required and implicit use patterns. In a mixed methods post-occupancy evaluation of selected primary schools in Adelaide, South Australia, it was observed that while daylight and artificial lighting design configurations largely conformed to normative design expectations, the use patterns did not. Artificial lighting was not always used when total lighting levels were below the relevant standard. Windows were obstructed with various items such as student work, pedagogical display, furniture, and other means. This paper reports the observations, proposes pedagogical reasons for non-normative behaviour based on surveys, and discusses the observed occupant spatial agency.

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