Architectural strategies to integrate wellbeing and health effects of daylight into the design of primary schools: a comparative analysis of exemplary case studies

Jean-Denis Bernard Marie Ghislain Thiry
2015
Discussion par affiche

Résumé

Starting from an architect’s point of view, the aim of this research is to combine the daylight performance of educational spaces with a broader spatial, cultural, and historical approach. Through a rigorous study of school typologies, the geometry of their spaces, and their associated daylighting strategies, this work aims to connect design practitioners with aspects of health and well-being for the pupils, as far as these aspects are related to the quality of daylight. The proposed methodology seeks to analyse a range of outstanding case studies from the masters of modern architecture, embodying architectural strategies specifically designed to ensure adequate illuminance levels in learning areas throughout the day. A selection of some singular primary schools will be established through a historical analysis which emphasizes the impact of hygienists’ principles – legacies of Modernism – on the evolution of plans and volumes of different school typologies in Switzerland and Europe, from 1945 to the present days. An analysis of the selected case studies will be carried out using an innovative representation method of average illuminance received at eye-level and combined with a HLR model – currently under development at LIPID [1, 2] – which assesses the health potential of daylight using a dynamic approach. Through a validation of the simulated results using different in situ measurements and analyses following a specific protocol, we aim to accurately identify architectural criteria and propose strategies for achieving “circadian design”, more specifically those having a positive impact on the health and wellbeing of occupants. We will also carry out a comparative critical assessment of the buildings selected as case studies in the initial phase of this proposed research. The goal is to positively influence decisions related to the design of naturally lit spaces, specifically in schools and according to their impact on health, wellbeing and student productivity. The methodology will be a complementary blend of observations, in situ measurements and qualitative and quantitative analyses, both in a simulated environment and in actual working conditions of the selected case studies.

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https://infoscience.epfl.ch/record/216999?ln=fr

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Jean-Denis Bernard Marie Ghislain Thiry
2015
Discussion par affiche

Résumé

Official source

https://infoscience.epfl.ch/record/216999?ln=fr

À propos de ce résultat

Concepts associés (22)

vignette|Une laborantine du Laboratoire fédéral d'essai des matériaux et de recherche (EMPA) à Saint-Gall, en 1964. La recherche scientifique est, en premier lieu, l’ensemble des actions entreprises

vignette|Chaise de Charles Rennie Mackintosh, 1897. Le design, le stylisme ou la stylique est une activité de création souvent à vocation industrielle ou commerciale, pouvant s’orient

thumb|Reconstitution partielle d'une école primaire des années 1930 en Allemagne. Une école est un établissement où l'on accueille des individus appelés « écoliers » ou élèves afin que des professeur

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Sustainability is a constant search for balance between the needs and the means implemented, which implies meeting the needs present without compromising those of generations to come. Later generations will indeed imperative to consider. So that their scope for action not be mortgaged by human activities of previous generations, it is necessary to provide some leeway, especially from the perspective of the built environment transmitted by inheritance. Alongside these general theoretical considerations, it is now observed a glaring mismatch between the rapidly changing socio-cultural practices and the very slow renewal of the built environment . Whether in the way to live or work , or occupy constructed in the need for research space flexibility , the frame is characterized by the notion of "impermanence" increasingly important, in contrast with the perennial character commonly accepted and implemented in current practices . Most buildings are built to last, but are part of a society where everything is changing rapidly and so are facing frequent shifting situations between form and function of spaces. In this context, the temporary architecture can therefore be a good potential to seek to meet the challenges of multiple time frames and offer a potential mutation. This architectural approach is thus fully in sustainability concerns mentioned above, since it aims to offer a potential for adaptation rather than fixed solutions. Aware of the extent of the issue and complexity of reflections on the question of the impermanence of the frame, especially in view of the nature of architectural practices, this work focuses specifically on a little explored area that day at the research for which the notion of temporality is short intrinsic data: the field of temporary constructions events vocation. Through an exploratory approach, research methodology convene an archetype of the temporary architectural design to examine it as an object of study that can ideally translate the challenges of a design associated with an approach based on time restricted use. The research first observed in detail these practices sometimes considered at the margin of the architectural discipline. The structured analysis of four representative case helps highlight their limitations in terms of sustainability. part of the research, evaluative approach includes the development of an assessment methodology, specifically adapted to this type of construction. The approach then proposes the development of an alternative solution, which optimizes its multiple performances in a perspective of sustainability and overall quality. Through an approach of "research by the project" an integrated design process (IDP), both interdisciplinary and participatory, is experienced first sketches to detailed development of a prototype. Finally, from the product of this reflection, research in general rises and explores many possibilities of using this new system. This approach allows to demonstrate the potential contribution of multiple functional areas, illustrating what could be the conceptual foundations of an "architecture of the event." The result is a research methodology both "multi-scale" and "multidisciplinary", which demonstrates the great potential for optimizing this type of construction and the need to achieve to grasp the design simultaneously at multiple scales and integrating all stakeholders.

EPFL2016

Chargement

Typologie des écoles primaires en Suisse de 1945 à 2015 et stratégies d'éclairage naturel

Jean-Denis Bernard Marie Ghislain Thiry

Following the path initiated by Britain and the United States, where the evolution of education and the importance of the architecture of schools were debated vigorously by school boards, and mainly under the influence of Germany and the Netherlands, Switzerland has gradually become a benchmark in Europe and worldwide in terms of school construction. This abundance of expertise revealed itself especially after the Second World War with the emergence of a constructive quality concerned with environmental aspects, which incorporated the needs involved in children's education and a proper amount of natural light for classrooms. But since the beginning of the 21st century, designers have not payed so much attention to sunlight or to the orientation of schools, and have instead focused on creating more versatile and scalable learning spaces, even though much of the research done in the field points to the significance of the controlled usage of daylight showing also the positive impact on the well-being of the pupils. Thus, it seems necessary again to make designers more aware of the use of effective daylighting strategies, and to convince them to stop relying on oftentimes permanent artificial lighting at substantial energy costs. Based on a desire to combine a theoretical and historical approach with a technical one to assess the level of performance of daylight in teaching spaces, the thesis is organized in two successive and interdependent parts. The first part aims to give an overview of the typological evolution of primary schools and their daylighting strategies implemented in Switzerland from 1945 to 2015. To this end, a broad survey of schools featured in four major architectural journals was conducted, namely: Werk, Bauen + Wohnen; L'Architecture d'aujourd'hui; Techniques & Architecture; The Architectural Review. The development of the formal, constructive and distributive characteristics of the projects was analyzed and compared with the daylighting strategies of class units, while demonstrating the significant impact of foreign influences on Swiss construction. Four major school « types » were identified from a total of 332 schools studied, that are, the pavilion type, the articulated type, the modular type, and the monoblock type. We then selected school models representative of the types of schools built most frequently in Switzerland and their associated daylighting strategies. The second part offers an analysis of the daylighting impact on selected schools for the purpose of quantifying the different levels of illumination, and studying the resulting lighting ambiances. To this end, several in situ measurement campaigns were undertaken applying a systematic protocol. Through iterative variation of different parameters of the modeled class units, the objective is then to identify architectural models and design principles that provide appropriate levels of illumination for students, while comparing the different school types from our initial theoretical survey. In addition to retracing the typological evolution of 70 years of school construction in Switzerland in terms of the original perspective on daylighting, this research aims to provide a collection of examples of good architectural practices, as well as objective criticism of the daylighting strategies of Swiss schools and related literature, for the purpose of having a positive influence on decisions regarding the design of the schools of tomorrow.

EPFL2019

Chargement

Countries in the Global South are producing the most important educational needs of the 21st century. Fast-growing cities can provide the most striking examples of these current tendencies. Just over a decade after the start of the new millennium, the needs for quality-education and appropriate learning space are huge. Yet they are still largely underestimated in many countries of the Global South. With high-level demographical growth and fast-expanding urban boundaries, the developing metropolis provides a fascinating place to analyze societal mutations. School â as one of the fundamental institutions in modern society â deserves timely observation and careful analysis. The research work is dedicated to the study of educational architecture in two African cities Ouagadougou (Burkina Faso) and Cape Town (South Africa) and one Chinese city: Hangzhou. Because of the fundamental relationship between school and society, learning places need to make statement of their urban positions. The hypothesis proposes to question the concept of sustainability in the framework of cultural-environmental qualities between school and city, between users and space. Conducted by an architect, this thesis is the synthesis of a research process together with the professional practice. It is benchmarked by a path of three steps: critical analysis of literature, in situ case-study and cross-cultural comparison with proposal of an assessment method that opens up for future perspectives. The thesis argues that the current time is crucial for our society to reconsider the place of educational architecture in the city. A truly sustainable architecture is transformable in the time-span of its usage and transformative in the changing urban environment. With a discursive comparative view between built cases located in these three cities, this work attempts to provide new insights on the design of the learning space in the urban future. The synthesis provides a panel of cultural-environmental quality profiles as guidelines to future design innovation opportunities.

EPFL2015

Chargement

Typologie des écoles primaires en Suisse de 1945 à 2015 et stratégies d'éclairage naturel

Jean-Denis Bernard Marie Ghislain Thiry

EPFL2019

EPFL2016

EPFL2015