Light as a Form of Visual Language Supporting Daily Schedules in Educational Spaces: A Design Framework

Abstract

This study explores how lighting can be employed as a visual language to enhance communication between the space and its users and develop a design framework for educational spaces. A primary school is used as a case study to apply the proposed design framework. The study focuses on lighting interventions in existing educational spaces to support daily schedules and transitions between activities. In this context, electric light is used as an indicator, highlighting the daily schedule and activities in the space. A theoretical approach is used as a foundation for establishing the design framework that leads to lighting proposals based on the specific spatial characteristics of each study. The outcome is a design solution based on the dominant spatial elements that define the space’s identity and function. The study focuses on educational spaces and lighting for peripheral vision while considering pupils’ visual and spatial development. The proposal has the role of an additional light layer that signals transitions in terms of activities or spatial mobility.

Keywords

• lighting
• educational spaces
• peripheral vision
• pupils’ perception
• semiotics
• primary school