Reflected daylighting in schools : an investigation into design principles of reflected daylighting in primary schools in the warm-dry climate of Iran.

This research investigates the different ways of using daylight in schools in the warm-dry
climate of Iran for natural illumination while avoiding overheating and glare. It
also reviews different approaches to day lighting design and recommends an
integrative approach which takes the typological approach as a basis for designers and
the phenomenological approach as an evaluative method to assess and promote the
experiential aspects of daylighting.
This research identifies two main ways by which daylight is admitted in warm-dry
climates. The first approach, diffusion, is basically admitting the harsh sunlight by
filtering it through to the interior. There is either an exterior element such as foliage
which acts as a filter for harsh sun rays or the specific design of the building envelope
and window screens perform a similar function and filter the light. The second
approach, reflection or using indirect daylight, is an appropriate day lighting strategy
in this climate. The experimental and observational studies in this research address
two issues. The first part is concerned with different general and specific factors
influencing reflected lighting in schools. The second part addresses how this research
can inform architects to design better daylit schools in such a climate.
Building orientation and configuration in the larger scale, as well as specific factors
such as shading devices, daylighting systems, surface features, etc. can considerably
affect reflected daylighting. This research suggests that room shape and its
geometrical features, especially its height, has a significant effect on the reflected
day lighting of a room. On the basis of findings from various case studies, it also
recommends the use of lightshelves, clerestories, porticoes and courtyard
configuration in order to improve the reflected daylighting performance in school
design. Finally, a set of guidelines for daylighting design in schools in the warm-dry
climate of Iran is proposed as the outcome of the research.