IES - RP-3
Lighting for Educational Facilities
|Publication Date:||8 May 2000|
INTRODUCTION: The aims of this Recommend Practice are:
• To enable school and college administrators to brief their architects on appropriate provision of lighting.
• To enable lighting designers to check that the criteria that they apply are consistent with good current practice.
The scope of this Practice is restricted to learning and study activities, and associated circulation. Reference should be made to the current IESNA Lighting Handbook and to the latest versions of other Recommend Practices for guidance on lighting spaces in school and college campuses that provide for supplemental activities, such as administration areas, sports facilities, and residential accommodations. These documents are:
• RP-1 American National Standard Practice for Office Lighting
• RP-6 Recommended Practice for Sports and Recreational Area Lighting
• RP-11 Design Criteria for Lighting Interior Living Spaces
This Practice addresses all levels of education from preschool to continuing professional development. While the principles of applying lighting for visual tasks do not change, the priorities to be applied by the lighting designer can vary widely according to the users. An example of this is the lighting needs for computer use.
The introduction of computers into schools is proceeding at a rapid pace. While at present, general purpose classrooms may only have one or two computers, it is likely that there will exist a one-to-one ratio of students to computers well before the end of the useful life of schools constructed today. Designing every classroom with the anticipation that it will be dominated by computers will mitigate against the premature obsolescence of the lighting system.
Computer installations in colleges provide for prolonged and intensive use by students working individually, and where the prime consideration for lighting is to maximize screen image visibility. In many other computer installations, ranging from mid-school to vocational training, the aim is to give instruction in computer use, and the visibility of the instructor and paper-based material is as important as screen visibility. It may be necessary to provide medium-height partitions to avoid window reflections in the screen, but otherwise the lighting will be determined by the principal activities of the classroom.
Because of the diversity of educational activities, it is not possible to provide comprehensive recommendations for every situation. While this Practice seeks to explain principles of good lighting, it will always be necessary for the lighting designer to be cognizant of the educational process and of users needs.