Good Lighting for Schools and

Educational Establishments 2
Contents

Learning environment and life environment 2/3

Lighting and human needs 4/5

Light for learning 6/7

Classrooms 8 - 13

Special-subject classrooms 14 - 19

Assembly halls and lecture theatres 20 / 21

Libraries 22 / 23

Foyers and display areas 24 / 25

Cafeterias and refectories 26 / 27

Staff rooms 28 / 29

Corridors and staircases 30 / 31

Outdoor areas and parking facilities 32 / 33

Sports halls and sports grounds 34 / 35

Refurbishment - Economy 36

Emergency lighting - Safety 37

Lighting management 38 / 39

Lamps 40 / 41

Luminaires 42 / 43

Standards 44 - 46

Literature, Acknowledgements
for photographs and Order forms 47

Imprint 48 2
Information from
Fördergemeinschaft Gutes Licht 49 Learning is a life-long process. In
modern knowledge society, in a
world becoming increasingly com-
plex and high tech, we need to be
prepared to keep on acquiring new
knowledge and learning new skills.

From kindergarten to university, vo-

cational school to adult education
centre, there are a host of institutions
available to help us do this. They de-
liver the basic education we need,
they help us build up our knowledge
of mathematics and languages, sci-
ences and subjects vital for our ca-
reer, they teach us problem-solving
skills and techniques for learning.
 3

One important requirement for suc-

cessful life-long learning is the right
educational environment: a school
which recognises talent and ability,
encourages active and independent
learning, makes education an enjoy-
able experience and motivates both
students and staff.

Motivation and a sense of wellbeing,

architecture and lighting, good visu-
al conditions and efficient learning
- these things are closely connected,
as the solutions presented as exam-
ples in this booklet will show.
6
 Learning environment
and life environment

G
ermany has a at school.
population of more
than 80 million So students have to be
- and 39 million of them are stimulated and encour-
enrolled at some kind of aged. To learn well and
school or educational es- effectively, we need to
tablishment. So 49% of the enjoy learning; it needs to
population - nearly every be a pleasurable experi-
second person - spends ence. And age makes no
time in a learning environ- difference. Wherever we
ment. learn - from kindergarten
to university, at vocational
For a number of years, the school or adult education
Organization for Economic centre - the need for mo-
Cooperation and Develop- tivation is of paramount
ment (OECD) has been importance.
studying the way we learn.
At regular intervals, a quar- Innovative schools are
ter of a million schoolchil- required - schools which
dren in 32 countries are provide a motivating envi-
tested in three key areas: ronment for active and in-
reading, mathematics and dependent study, schools
scientific literacy. The which promote individual 7
results of the surveys are talent and ability instead
published in PISA (Pro- of just presenting a rigid
gramme for International one-size-fits-all curriculum
Student Assessment) for large groups. Inflexible
studies. forms of education and
training need to make way
One of the most impor- for dynamic life-long learn-
tant things about the PISA ing, where study and skill
studies is that they iden- acquisition are seen as a
tify successful educational permanent part of putting
models. Comparison of what has been learnt into
the various countries and practice.
their respective education
systems reveals marked The innovative school also
differences - differences sees itself as part of our
which provide answers to life environment, however,
the question: “How can we a place for both study
learn effectively?“ and recreation, where
people learn together but
When children first start also share experiences. A
school, most of them are school which is geared to
ready and willing to learn. this offers students and
How that willingness is en- teachers the chance to 8
couraged, stimulated and work more flexibly together,
shaped into an attitude for to identify strengths and
life depends on lots of fac- weaknesses and develop
tors: the learner, the teach- life-long learning strate-
er, the social environment gies.
formed by parents, friends
and colleagues - and the The PISA studies also
educational infrastructure show that a positive learn-
in terms of human resourc- ing environment promotes
es, premises and technical motivation. A school with
facilities. well-designed premises
and well-equipped class-
The PISA studies show rooms, with computers
there is a connection and specialised literature,
between success in edu- libraries and multimedia
cation and a motivating resources, boosts stu-
school environment. Stu- dents‘ readiness to partici-
dents who identify with pate actively in the learning
their educational environ- process. So an investment
ment, who like going to in the school environment
school and feel at home is an investment in the
there, enjoy learning, over- future of the knowledge
come learning difficulties society.
more easily and do better 9
2 More information is available on the Internet at www.pisa.oecd.org
 Education in Germany

39 million people of all ages in

Germany are enrolled at schools,
universities and other educational
establishments. 20 million chil-
dren, pupils and students attend
the country‘s more than 100,000
kindergartens, schools and universi-
ties. Nearly half of these educational
establishments are day care centres,
catering for more than five million
children. The smallest group of edu-
cational establishments - the coun-
try‘s 355 universities - are attended
by over 12.8 million students.
Almost exactly as many people
are in further education: 19 million
Germans and foreign nationals in
Germany regularly attend courses
at adult education centres, upgrade
their occupational qualifications
10 at chambers of industry and com-
merce or pursue courses of study at
open universities.

Kindergardens, schools and universities

day care centres 48,203

nursery and primary schools 20,695
secondary schools 12,079
vocational schools 11,372
other schools 8,667
universities 355
(figures indicate actual number of establishments)

Children, pupils and students at

kindergartens and crèches 5,169

11 nursery and primary schools 3,600
secondary schools 6,449
vocational schools 2,773
universities 1,868
(figures indicate numbers of persons in thousands)

Adults in further education at

state-funded adult education centres 9,392

other adult education centres 8,534
chambers of industry and commerce 596
chambers of handicrafts 278
distance-learning institutes 121
(figures indicate numbers of persons in thousands)
All data taken from the basic and structural statistics
(Grund- und Strukturdaten) published by the Federal
Ministry for Education and Research and the school sta-
tistics compiled by the German Federal Statistical Office

12
3
 Lighting and human needs

W
e experience our Brightness distribution Glare
environment first When we are in a room,
and foremost our gaze incessantly Glare is one of the most
through our eyes. 80 switches from near (desk- disturbing side-effects
percent of the sensory im- top) to far (walls). Where of lighting. Direct glare
pressions we receive are there are marked differenc- caused by marked contrast
visual. Too much or too lit- es in brightness between differences between very
tle light, glare or distorted these two zones, our eyes bright and very dark sur-
colours impact on what face the constant need faces or due to unshielded
we perceive, distract our to re-adapt and thus get lamps in our line of vision
attention and cause visual tired more quickly. Visual place a strain on our eyes
fatigue. performance and sense of and lead to fatigue and
wellbeing diminish. mistakes through loss of
In all areas of life and concentration. To avoid di-
throughout the working Where the differences rect glare from lamps, care
world, good and appro- in brightness are not should be taken to select
priate lighting is a prime marked enough, however, only luminaires which are
requirement for enabling the room makes a mo- suitable for workplace
us to see clearly, enjoy a notonous impression. It is lighting. Direct glare limita-
sense of wellbeing, per- recommended here that tion is indicated by a UGR
form concentrated fatigue- desktop luminance should index, which should be 19
free work and perceive not be less than 1/3 of (Fig. 13).
and interpret important the luminance in the im- Equally unpleasant and 13
information and our sur- mediate surroundings. For fatiguing for the eye are
roundings correctly. This more remote parts of the frequent switches between
calls for good, profes- room, the difference in bright and dark room zones,
sional lighting design. luminance should be 1/5, e.g. between window and
max. 1/10. desktop (Fig. 15) . This
Below are some of the key can be avoided by correct
factors that need to be Glare limitation positioning of desks, light-
considered for good light- Glare is one of the most control blinds and good
ing design. unpleasant visual prob- lighting (Fig. 14).
lems of all. Being dazzled
Illuminance by a general-diffuse lamp
14
In daylight, the illuminance or the reflection of a win-
of an illuminated surface is dow on a computer screen
between 10,000 lux (over- affects our visual acuity Shadowing
cast sky) and 100,000 lux and impedes our perform-
(bright sunlight). Indoors, ance. Direct and reflected Where there is light, there is
we need to make do with glare can be largely also shadow. To ensure that
much less light. For writing avoided by good room shadows do not impede our
and reading, it is generally and lighting design. view when writing, the light
enough if artificial lighting should fall - for a right-handed
provides 500 lux illumi- Modelling person - from the left (Fig. 16).
nance; for drawing or other Without light we cannot If the light comes from the
visually demanding tasks, see an object at all, with- right, we write in the shadow
illuminance should be at out shadow it is just a of our own hand (Fig. 17) 16
least 750 lux. For more two-dimensional image.
information about illumi- Only where light comes Light and colour
nance values and the re- from the right direction
quirements of the relevant and where the depth of The way we perceive colours
industrial standard, DIN shadow is correct can we under artificial light depends on
EN 12464-1, see page 46. perceive objects as 3D im- the colour rendering properties
ages and gauge distances. of the lamps. Lamps with good
The values set out in the To recognise three-dimen- colour rendering properties
standard, however, are sional objects, surfaces produce natural colours (Fig.
minimum requirements. and structures, we need 18) , lamps with poor colour
Most people find a higher light and shade. rendering properties cause
level of illuminance more colour distortion (Fig. 19). 18

agreeable and more moti- Reflections on paper

vating. In winter especially,
when the levels of daylight Especially where glossy
entering a room are lower, materials are used, poorly
more light is needed to shielded luminaires cast
avoid fatigue and loss of disturbing reflections (Fig.
concentration. 21) . Well shielded lumi-
naires avoid this effect and
permit all materials to be
studied with ease (Fig. 20).
20
4 More information is contained in booklet 1 of this series, “Lighting with
Artificial Light“.
 Vertical illuminance

Schools and educational

establishments are com-
munication-intensive
places where clear iden-
tification of faces and in-
formation is essential. The
key lighting requirement
here is vertical illuminance,
i.e. uniform bright illumi- 22 23
nation of vertical surfaces
such as blackboards or
three-dimensional objects
such as people‘s faces.
For blackboard lighting,
wallwashers are a particu-
larly suitable choice be-
cause they illuminate the
writing surface uniformly
without casting shadows
or reflections (Figs. 22
and 24). Where additional 24 25
board lighting is not pro-
vided, shadows are cast
onto the writing surface
(Figs. 23 and 25).
Direct lighting from above
often causes undesirable
shadowing on faces (Fig.
27). In consultation zones,
this shadowing is reduced
by asymmetrical or direct/
indirect lighting (Fig. 26).
15 26 27

Bright walls

Good wall and entrance

lighting helps people get
their bearings in a room,
makes for better contrasts
and emphasises room
zones. It also makes the
room look a livelier, more
interesting place(Fig 28).
17 28 29

Direct/indirect lighting

Luminaires with direct and

indirect lighting compo-
nents permit free arrange-
ments of desks, reduce
the risk of reflected glare
and create a more agree-
able lighting atmosphere
(Fig. 30).
19 30 31

Reflections on monitors

Where luminaires are

poorly shielded or wrongly
positioned, visibility is
impaired by disturbing re-
flections on monitors and
losses of contrast (Fig. 33).
This is avoided by good
lighting design and good
21 luminaires (Fig. 32). 32 33
5
 Light for learning
M
any educational
establishments
today consist of
large complexes of build-
ings with lots of special
classrooms, events and
sports halls, cafeterias and
refectories, administrative
offices and conference
zones. Schools, in par-
ticular, meet this descrip-
tion because a growing
number of them now
spread classes throughout
the day.
Every room in a school or
educational establishment
serves a particular pur-
pose, for which there are
special architectural solu-
tions with special lighting
requirements. Examples of
systems which meet those
requirements are found on
the following pages of this
booklet.
For any room in a new or
refurbished building, the
aim should be to find the
best way of harnessing
natural daylight and the
requisite artificial lighting.
Here, however, the impor-
tance of artificial lighting
is often underestimated,
although it plays a major
role in most classrooms.
In winter especially, the
available daylight is gen-
erally not adequate. For
media work with projec-
tors, windows need to
be darkened. And for
scientific experiments, a
special lighting situation is
frequently necessary.
However, planning artificial
lighting involves more than
just ensuring adequate
brightness in a room. A
differentiated lighting
design incorporating vari-
ous separately controlled
luminaire systems permits
the creation of lighting
scenes tailored to require-
ments. With dimmable
room lighting, separate
wallwashers at the front of
the room and additional
luminaires at the entrance
6
and perimeter, it is also
possible to stage multime-
dia presentations, lectures
and exhibitions with light-
ing fine-tuned for suitability
and safety.
Today, economical opera-
tion of lighting systems is
assured by energy-efficient
lamps and operating gear,
high-grade luminaires with
high light output ratios as
well as lighting control sys-
tems which automatically
adjust the brightness of
lamps to suit the daylight
component available and
deactivate lighting when
a room is not used. Mod-
ernising lighting systems
when premises are refur-
bished can reduce the
annual lighting costs of old
school buildings or other
educational establish-
ments by more than 60%.
But lighting design must
always focus primarily on
human beings, the ac-
tivities they perform in the
room in question and the
visual tasks they need
to address. What kind of
lighting is needed? How
much light is right? And
what kind of lighting sys-
tem is required to provide
it? Lessons conducted
from the front of the class
call for different lighting
than group work, presen-
tation area lighting has to
cater to different needs
than play area lighting,
and reading and writing
have different lighting
requirements than tasks
performed at computers or
machines.
On the following pages,
we look at the types of
room most commonly
encountered in schools
and educational establish-
ments and present model
solutions for them and
photographs showing
theory put into practice.
These are not a substitute,
however, for individual
lighting planning.
34
 FGL 3D Visualisation©

7
 Classrooms with
fixed seating arrangements

I
n classrooms with fixed reflections on the board
seating arrangements, make it hard to read what
the principal viewing is on it and cause visual
direction is towards the fatigue. The result: loss
blackboard. The desks of concentration and
here are positioned per- motivation. Wallwashers
pendicular to the window with asymmetrical beams
wall. Room lighting is provide the right lighting
generally provided by lou- at the front of the room,
vered luminaires arranged delivering high vertical il-
parallel to the windows. luminance and avoiding
The deeper the classroom disturbing shadows and
is, the more rows of lumi- reflections.
naires are required. With
room depths up to eight When positioning wall-
metres, three rows of washers, care must be
luminaires normally suf- taken to ensure adequate
fice; in deeper rooms, four planar illumination so
or more rows should be that the board can be
planned. raised and any exten-
sions opened without any
Depending on the ceiling part of the board being
system, linear or square outside the illuminated
louvered luminaires are area. Flipcharts or maps
recommended. With positioned alongside the
higher ceilings, pendant board should also be
luminaires with an indirect uniformly illuminated by
lighting component are the wallwashers. For over-
also an option. These ad- head projector, beamer
ditionally illuminate the or TV presentations, the
ceiling, giving the room a wallwashers should be
more open, spacious ap- separately switched and
pearance. dimmable to enable the
illuminance to be adjusted
On an overcast day or in to suit the occasion.
winter, the incident day-
light from a window wall Accent lighting can signifi-
is normally not enough to cantly improve the visual
provide adequate illumina- ambience of a classroom.
tion for the desks in deeper Supplementary wallwash-
35
parts of the room. The ers or spots for illuminat-
rows of luminaires should ing notice boards highlight
therefore be separately displays in the room and
switched and dimma- create a more differenti-
ble. The lighting can then ated lighting landscape.
be adjusted for uniform Additional downlights at
brightness throughout the the room entrance pro-
room. vide more light for hazard
zones and can be linked to
Modern luminaires with the emergency lighting.
daylight sensors perform
this task and regulate To help avoid unnecessary,
the distribution of light uneconomical lighting,
automatically. Where very lighting systems can be fit-
little daylight is available, ted with presence control
all the luminaire rows are systems. When a room
activated and set at bright- is vacated, e.g. at break-
ness levels which rise with times or at the start of a
room depth. As soon as free period, the lighting is
the daylight increases, the automatically deactivated
luminaires are uniformly and reactivated only when
dimmed down. the next person enters the
room. Such systems can
The blackboard needs considerably reduce elec-
to be clearly visible from tricity bills for lighting.
every desk. Shadows and

36
8
 37
FGL 3D Visualisation©

38

39 40

Wallwashers provide uni- Daylight decreases with Lighting tips

form, shadow-free illumi-
nation for vertical surfaces
such as blackboards. They
also avoid reflected glare
and ensure good legibility
at every desk in the class-
room (Fig. 36).
room depth. Separately
switched and dimmable
rows of luminaires make
for uniform brightness
throughout the room. Lu-
minaires with daylight sen-
sors automatically control
or regulate light output (Fig.
40).
•Separately switched rows of lumi-
naires can be activated or deactiva-
ted according to the amount of
daylight available.
•Wallwashers for blackboard lighting
heighten visual comfort.
•Presence control systems save
energy by automatically deactiva-
ting lighting when a room is vacated.
9
 Classrooms with
variable seating arrangements

C
lassrooms are Just as with fixed seating
often used by dif- arrangements, artificial
ferent classes. In lighting for variable con-
many cases, they are oc- stellations of desks needs
cupied by school groups to be designed to mini-
in the mornings, by project mise glare. Lamps should
groups in the afternoon not be directly visible from
and used for parents‘ eve- anywhere in the room. Lu-
nings or adult education minaires with direct/indirect
courses in the evening. As lighting components and
a result, desks and chairs appropriate shielding are
are repeatedly rearranged particularly suitable here.
to meet the different re- They permit free arrange-
quirements. U-shaped ments of furnishings and
arrangements of desks largely avoid direct glare
give way to desks pushed and reflected glare on
together for group work, glossy materials.
which then give way in
turn, perhaps, to a classi- For communication-inten-
cal arrangement of rows. sive teamwork or the dis-
There is no principal view- cussion that takes place on
ing direction in the room parents‘ evenings, direct/
and no defined presenta- indirect luminaires have
tion zone. the additional advantage
of providing very uniform
Daylight and artificial light- illumination throughout the
ing need to be harnessed room. Modelling is more
to cater for this flexible balanced and the lighting
room use. Particularly im- is softer and more agree-
portant here is daylight able. Faces, in particular,
control. Where desks are are cast in a more natural
assembled in U-shaped and more attractive light.
arrangements or put Lamps of warm light colour
together to form group add to the visual ambience
desks, many of the group required for the room.
face the window. On a sun-
ny day, the luminance - the Even in classrooms with
impression of brightness variable seating arrange-
- for anyone looking out of ments, the normal presen-
the window may be tens tation area in front of the
41
of thousands of candelas, blackboard still requires
whereas the luminance for special attention. Sepa-
eyes turned into the room rately switched and dim-
is considerably lower. mable wallwashers provide
correct, i.e. reflection-free
Constant changes of con- high-angled lighting for the
trast place a great strain board. For flexible presen-
on our eyes and lead to tation lighting of the kind
fatigue and loss of con- required for presenting
centration. So for balanced group projects, room light-
brightness distribution, lou- ing should be provided
ver blinds or vertical blinds by separately switched
are needed to control day- and dimmable groups of
light incidence according luminaires. Media presen-
to the position of the sun. tations with projectors can
Modern lighting control thus be seen clearly in all
systems with daylight sen- parts of the room.
sors automatically adjust
the angle of the blinds and
adapt the artificial lighting
component accordingly.
Classes no longer need to
be interrupted while some-
one closes or opens blinds 42
or regulates the room light-
ing. With lighting control systems, lighting and louver
blinds can be tailored to room use - for media presen-
tations as well.

10
 43

Lighting tips
FGL 3D Visualisation©

•Where desk arrangements are variable,

care must be taken to ensure glare-free
vision in the direction of the windows
and in the room.
•Light-control blinds should be provided
so that windows can be darkened.
•The lighting should be designed to
cater separately for different presen-
tation areas.

44 45
11
 Kindergarten classrooms

A
t no time in our Colours are created by
lives do we have light bouncing off sur-
the capacity for faces. What we perceive
learning that we have in as the colour of an object
early childhood. In many is actually the light of a
cases, early promotion of certain wavelength which
learning plays a crucial is not absorbed by the
role in shaping our willing- object‘s surface. So, for
ness to learn in later years. seeing and identifying col-
Where kindergartens and ours and objects correctly,
day care centres arouse good lighting and good
children‘s curiosity and colour rendering by lamps
convey to them the thrill are crucial.
of acquiring skills and
making discoveries for In kindergartens and day
themselves, they lay the care centres, the empha-
foundations for successful sis is on activities which
life-long learning. are both educational and
fun. Running around, form-
Among the fundamental ing groups and handling
things children learn at kin- small objects are activi-
dergartens and day care ties for which good room
centres are spatial percep- lighting is important. Often,
tion and recognition of col- however, groups engage
ours, objects and people. in different activities at
The right lighting plays a the same time. While one
crucial role here. is actively honing skills,
another might be taking a
To develop 3D vision, we short break. Differentiated
need light and shade. In lighting for different play
a uniformly bright room and rest zones - made
in which objects cast no possible by zonal dimming
shadows and there are no control - facilitates this.
surfaces lighter or darker
than others, we are able Children need to be able
to gauge neither size nor to play - even on cold and
distance. rainy days when the play-
ground is covered in snow
Harmonious brightness or under water. For play-
distribution in a room ing indoors, the lighting
46
makes for subtle grading needs to be adequately
in lighter and darker parts bright. Where rooms are
of the room and differ- not bright enough, the risk
entiated modelling of all of accidents increases and
objects. In a room where the children‘s motivation
brightness is harmoniously declines. The higher the
distributed, we can move level of lighting for play, the
around securely and con- more likely children are to
fidently because we have become actively involved,
no problem seeing and feel a sense of wellbeing
registering our surround- and be willing to learn.
ings in 3D.

Recognising colours and

surfaces, textures and
materials is one of the
most important visual
challenges of everyday
life. Once we have devel-
oped the requisite skill, we
can generally tell instantly
whether an object is hard
or soft, heavy or light.
Identification of colours
and surfaces is particularly
important here.

47
12
 FGL 3D Visualisation©
48
FGL 3D Visualisation©

Separately dimmable lighting makes

it easy to divide a room into rest
zones and activity zones. (Fig. 48).
The results of good planning: the
whole room is agreeably bright and
harmoniously lit, even shiny toys
cause no reflected glare and colours
are naturally rendered (Fig. 49).

49

Here, attempting to do
justice to an original de-
sign of room, the lighting
designer has failed: the
angled downlights in the
pyramidal ceiling dazzle Lighting tips
anyone entering the room •Harmonious brightness distributi-
and cause reflected glare on makes for better 3D perception.
on books. The back of the •Lamps with good colour rendering
room is far too dark and properties make for natural
colours look dull (Fig. 50). colouring.
•Bright rooms promote willingness
to learn, activity and motivation.

50
13
 Science laboratories

E
xperiments with not affect colour render-
explosive hydrogen ing - high-grade protective
and light-refracting glass enclosures remain
prisms make a lasting im- colour-neutral for years.
pression on every student.
Physics, chemistry and Pictures and films make
biology lay the founda- complex matters clearer.
tions for understanding To ensure that multimedia
the world of modern tech- presentations involving
nology and a knowledge TV sets or projectors are
of atoms, elements and clearly discernible, the
neutrons paves the way for lighting needs to be dim-
many an academic future mable. It is also recom-
and career. So effective mended that different
and enthusiastic learning parts of the lighting sys-
here is all the more impor- tem should be separately
tant. regulated. This enables,
for example, the lighting at
Large experiments set up the front of the room to be
on the teacher‘s desk and dimmed during a presen-
smaller ones on the desks tation while the lighting for
of students form an intrin- students‘ desks remains
sic part of scientific instruc- bright enough for taking
tion. So an adequate level notes.
of lighting throughout the
room is essential to ensure Presentation area and
that even small objects blackboard require uni-
are clearly perceived. The form, reflection-free light-
500 lux stipulated in the ing. Wallwashers or spots
relevant lighting standard with asymmetrical beams 51
is a minimum requirement. provide glare- and reflec-
The more demanding the tion-free lighting with high
visual task, the higher the vertical illuminance for the
illuminance needs to be. blackboard and the dem-
onstration desk.
For safe handling of
chemicals and technical To ensure that all experi-
equipment in class, harsh ments are conducted in
shadows on the desk top safety, safety precautions
and reflections on glass must also be considered Experiment Le
52 53
and metal should be for lighting. When room
avoided. Luminaires with lighting is dimmed, steps
indirect lighting compo- and exits need to remain
nents provide higher verti- illuminated, e.g. lit by stair
cal illuminance, making lights and an emergency
for more harmonious light light over the door. Experi-
distribution, softer-edged ments with fire and inflam-
shadows and less reflect- mable materials or gases
ed glare. should be conducted only
at specially designated
In all the sciences, correct places. In experiment
recognition of colours is vi- rooms and in the vicinity
tally important. Chemicals of the teacher‘s desk, it is
which differ only minimally advisable to install explo-
in colour, the slightest dis- sion-protected luminaires
colorations in petri dishes (degree of protection IP
and the colour coding of 66). Luminaires with con-
cables and connectors ventional ballasts “flicker“
need to be clearly per- at 50 Hz. Where rapidly ro-
ceived. All lamps should tating objects are present,
therefore have good col- stroboscopic effects
our rendering properties. can occur if the speed
Fluorescent lamps with a of rotation is identical to
colour rendering index of the luminaire frequency.
90 and neutral-white light The rotating objects then
colour are recommended. appear to stand still.
Luminaire enclosures, e.g. Luminaires with electronic
Plexiglass panels, must ballasts prevent this effect.

55
14
 Bright lighting makes small
objects easier to see;
lamps with good colour
rendering properties en-
sure accurate identification
of colours (Fig. 56).
Where television sets are
used, the lighting for the
front of the room should
be dimmed (Fig. 57).
56

FGL 3D Visualisation©

57

Lighting control systems Lighting tips

facilitate changes in light-
ing (Figs. 51 - 54). At the
push of a button, the cor-
ecture 54 Media presentation rect lighting is provided for
experiments (52), lectures
(53) and TV- or projector-
based media presenta-
tions (54).
•Bright room lighting facilitates the
handling of small objects.
•Room and presentation lighting
should be separately dimmable
for experiments.
•Colours need to be perceived
correctly. Lamps with good colour
rendering properties are recom-
mended.

58

The technical installations of a science

laboratory, e.g. power points or gas outlets,
can also be integrated into the lighting. With
direct/indirect pendant luminaires, desks
can be freely arranged to accommodate
large or small groups (Fig. 59).

59
15
 Computer rooms

I
n a world in which our As for lighting level, care
work and knowledge is must be taken to ensure
defined by computers, a balanced ratio between
learning how to handle the brightness of the
such media is crucial for screen, the desktop and
success in today‘s knowl- the surroundings. Marked
edge society. Schools, in differences in brightness
particular, have a duty to between the student‘s own
lay foundations for pro- work zone and the presen-
ductive and constructive tation area cause visual fa-
information acquisition as tigue. Where a great deal
well as effective and effi- of daylight falls on desks,
cient life-long learning. windows need to be
sun-screened. Separate
As the PISA studies have lighting systems designed
shown, however, German for individual dimming
schools achieve only me- enable brightness levels
diocre results in classes to be tailored to different
designed to promote com- visual tasks. For students
puter literacy. 1) German working at computers and
students are keenly inter- receiving instructions by
ested in using computers beamer at the same time,
but, at the same time, they for example, the lighting at
rate their ability to do so the front of the room can
very low. This is largely be dimmed to make the
due to the way schools projected images more
are equipped: the aver- clearly visible.
age school in all the OECD
countries has a computer Working at a screen calls
for every 13 students; in for glare-free lighting. To
Germany the seat at each avoid reflections, all desks
screen is shared by 22 should be positioned
students. As regards the perpendicular to the win-
frequency of computer use dow wall. Daylight then
in schools (several times comes from the side and
a week or almost daily), reflections on the screen
German students appear are avoided. Luminaires
at the bottom of the table should be mounted paral-
with an 18% time allotment. lel to the windows. High-
The OECD average is 38%; grade specular louver
60
in Hungary, Denmark and luminaires with special
the United Kingdom it is louver elements ensure
more than 57%. German glare-free lighting. Lumi-
schools urgently need to naires with direct/indirect
catch up. beams offer greater visual
comfort. A bright ceiling
Planning a computer room makes for more evenly
entails paying attention to balanced luminance, im-
a number of ergonomic buing the room with a
principles. Students need more natural and motivat-
properly equipped rooms if ing atmosphere. Additional
they are to enjoy the learn- desk luminaires enable the
ing experience and learn lighting to be individually
without having to combat adjusted to suit the work
fatigue. The desk top situation.
should be large enough to
accommodate not just the 1) Knowledge and Skills for Life,
monitor but also papers OECD, pp. 135ff.
and work materials. Chairs
need to be height-adjust-
able to enable large and
small students alike to
adopt a healthy posture.
61

At computer workstations, luminaires need to be

well shielded to prevent reflections being cast onto
screens and ensure that colours are rendered accu-
rately and screen brightness is maintained. (Fig. 61).

16 More information is contained in booklet 4 of this series, “Good

Lighting for Offices and Office Buildings“.
 62
FGL 3D Visualisation©

63

Lighting tips
•Lighting over desks and in the pre-
sentation area needs to be separa-
tely dimmable.
•Daylight incidence through windows
needs to be limited by blinds or
shades.
•Luminaires with good glare sup-
pression minimise reflections and
direct glare.

64

Lighting management systems permit control

and regulation of individual groups of lumi-
naires. Room lighting thus remains adequately
bright while the presentation area lighting is
dimmed (Fig. 64). 65 66
17
 Practical training rooms
in vocational schools

M
ore than 2.5 mil- lamps can “flicker“ at the
lion people in same frequency as rotat-
Germany receive ing parts, causing strobo-
vocational training, most scopic effects which make
of them in preparation for spinning wheels or saw
traditional occupations in blades appear to stand
industry, commerce and still. Around such ma-
the skilled trades. Along chines, special workplace
with courses providing luminaires need to be
commercial qualifications, used and any discharge
the training options lead- lamps should be operated
ing to qualifications as a by electronic ballasts. For
motor mechanic, electri- illuminating smaller areas,
cian, painter and decorator LED luminaires can be
or doctor‘s receptionist are used.
still very popular.
Where activities involve
Much of the training for working with wood, min-
these occupations - the erals or metal, dust and
theoretical part at least suspended microscopic
- takes place in “ordinary“ particles are distributed in
classrooms. These have the room and can settle
been described on previ- inside luminaires, where
ous pages. Rooms where they reduce light output.
practical training is pro- So in rooms where dust is
vided, e.g. at machines, generated, only dust-pro-
are governed in indus- tected luminaires should
trial training facilities bybe installed. And in very
the guidelines applicable dusty interiors, such as
to work premises and the joinery shops, all lumi-
relevant sections of DIN naires used should be ad-
EN 12464-1. ditionally protected against
combustion and inflamma-
Regardless of the nature tion. The surfaces of these
of the activity performed, luminaires are designed
glare-free viewing of work to minimise dust deposits
materials and surround- and limit the luminaire
ings needs to be guar- surface temperature to
anteed in every practical prevent fire hazards.
training room. Colours
67
must also be identified In most classrooms, at
correctly, so only lamps least 500 lux illuminance
with good or very good is recommended. How-
colour rendering prop- ever, this is not enough
erties should be used. for activities which involve
Harmonious brightness demanding visual tasks.
distribution with balanced Where operations are
modelling and high verti- performed on electronic
cal illuminance on work components, for example,
benches facilitates the in printing rooms or in col-
handling of materials and our-matching and surface
equipment. Where danger- analysis rooms, DIN EN
ous tools such as knives 12464-1 recommends a
are used - e.g. for wood- minimum of 1000 lux.
working or in butcheries
- avoidance of hard-edged Boards and charts on walls
shadows is particularly may need to be additional-
important. ly illuminated by wallwash-
ers to ensure that they can
Rapidly rotating machines be seen from every part of
present a high safety risk. the room without being ob-
A/c-operated discharge scured by reflections.

68
18 More information is contained in booklet 5 of this series, “Good
Lighting for Trade and Industry“.
 69

EB-operated luminaires avoid stroboscopic effects at rapidly rotat-

ing machines such as looms or lathes (Fig. 69).
In rooms where experiments are conducted with fire and combus-
tible substances, explosion-protected luminaires should be used
(Fig. 71).
FGL 3D Visualisation©

71

Direct/indirect luminaires Lighting tips

provide particularly glare-
free lighting with high verti-
cal illuminance.
Task lighting provides more
light for the workplace and
permits individual adjust-
ment (Fig. 70).
70
•Harmonious brightness distribution
makes handling equipment and
materials safer.
•Special luminaires guard against
stroboscopic effects and inflam-
mation.
•For demanding visual tasks, illumi-
nance should be at least 1000 lux.
19
 Assembly halls and lecture theatres
F
or students and teach-
ers, the assembly hall
is an important place
for information and com-
munication. It is where the
school presents itself as host.
So what lighting needs to do
here is ensure good visibil-
ity and a sense of wellbeing,
furnish tools for presentation
and prestige, and provide
functional illumination and
lighting for atmosphere.
Assembly halls are used for a
wide variety of events. During
the day they are rehearsal
rooms and a place where
the whole school comes
together, in the evening
they are venues for theatre
performances and concerts,
debates and parties. And
each type of event calls for
its own dedicated lighting to
create the right visual condi-
tions and atmosphere.
So lighting management
systems are particularly use-
ful in assembly halls. At the
push of a button, they enable
pre-defined lighting scenes
to be created for every occa-
sion. Entrance areas, seating
areas and stage can thus be
bathed in the right quantity
of light delivered in the right
kind of beams.
This calls for a differenti-
ated lighting design. At
major events, tickets are
sold, coats are hung up and
drinks are dispensed at the
entrance. Here, warm light
colours make for a sense
of wellbeing and lamps with
good colour rendering prop-
erties ensure that admission
tickets, coats, drinks and
food are clearly discernible
and identifiable. During the
event, entrance area light-
ing should be dimmed to a
minimum. Downlights and
surface-mounted wall lumi-
naires with halogen lamps
are normally a good choice
here.
The seating area must
also be brightly lit before
the event - so it is easy for
people to get their bearings
in the room and find their
20 More information is contained in booklet 9 of this series, “Prestige
Lighting“.
seats - and darkened once
the event gets underway. A
glare-free view of the stage
from every seat must always
be guaranteed. For general
room lighting, louvered lu-
minaires or high-intensity
downlights are the preferred
option. During the event, sur-
face-mounted wall luminaires
at the perimeter of the room
allow the audience to retain
a sense of the room‘s dimen-
sions without affecting their
view of the stage.
The front part of the room
accommodates the presen-
tation area and stage. De-
pending on requirements, a
complex lighting system can 72
be created here with numer-
ous remote-controlled spots
permitting changes in beam
angle, beam spread and
light colour. But even where
a simple lighting system is
selected, care must be taken
to ensure good vertical illumi-
nance and glare-free vision
in the room so that people
on the stage are seen clearly
and can themselves see
the audience. At concerts,
sheet music needs to be
legible with no interference
from direct or reflected glare
and the musicians should
be able to see one another
clearly. Dimmable, separately
switched luminaires and
spots facilitate adjustment of 73
brightness, light distribution
and lighting atmosphere
Stairs and steps must always
be adequately lit. Recessed
floor luminaires or LED light
strip set into risers as well as
illuminated signs at exits and
lavatories are important for
guidance and emergencies.
In lecture theatres, as in all
other classrooms, the pres-
entation area and the entire
surface of the blackboard
need to be illuminated with-
out anyone being dazzled
by direct or reflected glare.
Wallwashers, asymmetrical
downlights or pendant lumi-
naires provide the right light-
ing solution here. 74
 75

76 77

For lectures, controls for all major The presentation area and the black-
room functions need to be located board need to be brighter than the
near the lectern. A lighting manage- rest of the room. The horizontal and
ment system enables lighting to be vertical illuminance of the presenta-
activated, deactivated and regulated tion area should be at least 1.5 times
and permits remote control of room- the mean illuminance of the room.
darkening facilities and projectors So if room illuminance is 500 lux, the
without interrupting the speaker. minimum lighting level at the front
should be 750 lux.

Lighting tips
•Where different luminaire systems
are installed, it is easier to cater for
changes in room use.
•Where high vertical illuminance is
provided on the stage, speakers
see better and look better.
•For safety, all stairs and exits need
to remain illuminated during events.

21
 Libraries

E
ven though read- distribution of brightness,
ing habits have i.e. balanced ratios be-
changed consider- tween illuminance at the
ably since the advent of VDU, on the desktop and
electronic media, books in the background. It is
are still an indispensa- imperative that direct and
ble tool for learning. In reflected glare should be
schools especially, librar- avoided.
ies perform an important
function in encouraging So that the required lit-
enjoyment of reading. The erature can be found,
physical surroundings and shelving units should be il-
the atmosphere of a library luminated over their whole
play a major contributory area. Special wallwashers
role here. designed for high verti-
cal illuminance provide
The reading area should the kind of lighting that is
be an agreeable place required. When choos-
to work, a place where ing lamps, attention must
readers feels comfortable. be paid to good colour
Large windows for ad- rendering properties. We
equate daylight are a pre- often look for books which
requisite for this. Blinds not we recognise by the colour
only provide a protective and design of the spine.
screen against direct sun-
light; on a cloudy day, they All the aisles in the room
can also direct additional and between the rows of
daylight into the room. shelves should be lit to en-
When planning artificial sure an agreeable bright- 78
lighting, the first rule here ness and enable users to
is to ensure glare- and get their bearings in the
reflection-free conditions room quickly at any time.
for library users studying Escape routes and exits
papers, reading books or must always be clearly
periodicals or simply look- identifiable. Illuminated
ing round the room. or back-lit signs at shelv-
ing units and doors are
With direct/indirect light- conspicuous and effective
ing, the so-called “cave at helping users find their
effect“ is avoided by en- way.
suring an agreeably bright
ceiling, and even reading Separate consultation
matter printed on glossy zones are useful for cater-
paper remains clearly leg- ing for study teams or tuto-
ible. Separately switched rial groups wishing to work
desktop lighting permits in the library. Good sound
individual adjustment of insulation is needed to
workplace illuminance and permit conversation with-
makes for better condi- out disturbing library users
tions for writing. who are reading. Mobile
standard luminaires de-
For documentary searches, signed for direct/indirect
computers have almost to- lighting make for an agree-
tally superseded traditional ably bright ceiling and can
card catalogues. So areas be repositioned with desks
with VDU workstations are to meet the needs of differ-
found in most libraries and ent sized groups.
need to be ergonomically
designed and lit. Desks
should be large enough
to accommodate books
and papers. As for lighting
level, care should be taken
to ensure a harmonious

79
22
 80
Shelf unit lighting with asymmetrical
wallwashers heightens vertical illu-
minance. Book titles and colours are
thus more readily identifiable.
81
83
Nowadays, library searches are
conducted on computers; card
catalogues have all but disappeared.
So lighting needs to be suitable for
VDU use. VDU workplace luminaires
designed for good glare suppres-
sion and direct/indirect lighting with
electronic ballasts and high-grade
louvers permit hours of searching
without sore eyes.
84
82
Reading points need to be particularly
bright. Natural lighting provides ade-
quate basic brightness during the day;
an additional reading light on the desk
or table makes for greater comfort.
FGL 3D Visualisation©
Lighting tips
•Supplementary lighting at book-
shelves heightens vertical illumi-
nance.
•At reading points, lighting needs to
be glare-suppressed and reflection-
free.
•Computer workstations need to be
ergonomically designed. Reflections
on screens should be avoided.
23
 Foyers and display areas

T
he entrance to a and need to be brightly lit.
school or educa- Wallwashers in narrowing
tional establishment parts of the room and ad-
is where first introductions ditional accentuating lumi-
are made. It is where naires at the top or bottom
students, teachers and of staircases help improve
visitors form their first im- perception of potential
pression of the building hazards.
and the atmosphere - and
where they decide, day Foyers are an exciting
after day, whether they design challenge for ar-
feel welcome or not. So as chitects; many feature
well as serving the purely dramatic contours and
practical function of guid- ceilings. Foyer lighting
ing people into the build- should underline the
ing and directing them design statement the ar-
where they want to go, a chitect intended to make.
well-designed foyer also Where ceilings are high,
plays a representative role: high-intensity spots fitted
it conveys the character of with high-pressure lamps
the establishment. are recommended. As
pendant luminaires for
As for the actual entrance direct/indirect lighting, they
area, it performs a very emphasize the height of
important lighting function. the room.
Inside the building, bright- When choosing lamps,
ness levels are more or care should be taken to
less the same; windows ensure good colour ren-
and artificial lighting keep dering and colour stability.
illuminance in the foyer Stucco ceilings, pillars or
within tight limits. Outside, galleries can be strikingly
however, illuminance is emphasized by accentuat-
subject to wide fluctua- ing light. This can be pro-
tions - from bright summer vided by a wide selection
85
afternoons to dark winter of luminaires, ranging from
mornings. So our eyes recessed floor luminaires
have to adapt - and it is to decorative spots.
up to the lighting at the
entrance to make that ad- Most foyers are also used
aptation possible within a for exhibitions. The results
short transition zone. De- of recent projects and art
pending on the intensity of classes‘ latest works are
daylight, entrance lighting put on display here. Exhi-
needs to be bright (sum- bition area lighting on walls
mer‘s day) or subdued or mobile partitions needs
(winter‘s morning). Lots of to meet two requirements:
windows, an adequately first, it needs to ensure ad-
dimensioned lighting sys- equate brightness and uni-
tem and a daylight control form vertical illuminance;
system make these re- secondly, the luminaires
quirements easier to meet. must be flexible enough to
illuminate changing exhib- 86
Foyers are often very busy its properly.
places. At the start of the Narrow-beam luminaires
school day, during breaks are better for very small ex-
and when lessons end, hibits, wide-beam models
many people circulate for large-format pictures.
here in what is a relatively
small area. So to avoid ac- Spots on power track can
cidents, the foyer needs to be selected, positioned
be adequately bright. The and angled to meet indi-
more light that illuminates vidual requirements. Some
the foyer and its walls, the spots also offer the pos-
better the visibility in the sibility of varying the way
room and the easier it is for light is distributed. Lamps
people to get their bear- must be selected to en-
ings. Steps at the entrance sure good to very good
or stairs leading to other colour rendering.
levels are a hazard zone
87
24
 FGL 3D Visualisation©
88

89

Lighting tips
•At entrances, our eyes need to
adapt to the difference in brightness
between indoors and outdoors. 90
•Bright lighting for a foyer as well as
for staircases and steps makes for
added safety. Vertical surfaces such as that of a notice board need to
•Display area lighting needs to be be made brighter by appropriate additional luminaires.
flexible so that all artworks are cast Uniform illuminance from top to bottom and adequately
in an equally good light. bright, reflection-free lighting with good colour rendering
properties makes all notices easier to read.
25
 Cafeterias and refectories

A
person who is At places where people
rested is better able meet, faces need to be
to learn. School readily identifiable and il-
cafeterias and university luminated without reflected
refectories are more than glare. Direct glare from
just catering units: equally general-diffuse lamps or
important are the chances disturbing reflections on
they offer for rest and shiny tabletops need to
recuperation, communi- be avoided. The light col-
cation and information our of lamps should be
- and the dining table often within the warm or daylight
serves as an impromptu temperature range and
desk. Attractive architec- should render the colours
ture with matching colour of food and drinks ac-
scheme and materials, curately. Decorative spots
inviting modern furnishings with halogen lamps for illu-
and dynamic, motivat- minating pillars or pictures
ing lighting provide ideal enliven the interior and set
conditions for an actively interesting accents.
regenerative break.
For better orientation, all
In kindergartens and presentation areas for
schools especially, break- food and drinks - includ-
time and catering facilities ing serving counters and
are becoming increasingly snack stands - should be
important because this is brighter than the rest of
where all-day education is the room. When selecting
on the increase. So in new lamps, care should be tak-
or refurbished buildings, en to ensure low heat gain
plenty of space should be and good colour rendering
earmarked for rest zones so that food and drinks
and efficient catering facili-
look appetising. Depend-
ties. ing on the nature of the
food, preference should
Small room units sepa- be given to particular light
rated from one another by colours and luminaires for
sideboards or partitions, narrow or wide angle light-
make for a dynamically ing. Help with the choice of
divided interior. With areas luminaires and lamps can
for large and small group be obtained from experi-
tables, bistro tables and enced lighting designers.
seating groups, a variety
of atmospheres can thus Areas where food is pre-
be created. pared and served are
workplaces. Here, lighting
Differentiated lighting with needs to be bright with 91
diverse lighting systems good glare suppression
helps structure the room and good colour render-
and provides the right ing properties so that food
light to create the atmos- and drinks are seen cor-
phere required. At group rectly. There must be no
tables, pendant luminaires reflections on cashpoint
for direct/indirect lighting displays and the keyboard
reduce shading on faces, or number pad needs
make for a motivating to be adequately bright.
bright ceiling and avoid In kitchens, luminaires
reflected glare on glossy also need to be protected
materials. Smaller pendant against water vapour (lu-
luminaires over bistro ta- minaires for damp interi-
bles or table luminaires for ors, degree of protection
seating groups make for a IP 54); near cookers, they
cosier lighting mood. must additionally be pro-
tected against chemical
attack.

92
26 More information is contained in booklet 11 of this series, “Good
Lighting for Hotels and Restaurants“.
 93
FGL 3D Visualisation©

94

95

Lighting tips
•Lamps of warm light colour and with
good colour rendering properties
make a cafeteria more homely and
make food look more appetising.
•Different lighting systems structure
the room and separate different
zones.
•Serving counters need to be bright-
ly lit and reflection-free. 96
27
 Staff rooms

F
rom secretary‘s of- and reference books are
fice to staff room, located - can be achieved
meeting room to with downlights. For book-
office of the head or prin- shelves, wallwasher down-
cipal, work rooms form the lights should be used to
hub of every educational provide extra vertical illu-
establishment. They are mination for the spines of
contact points for students books and files.
and teachers, forums for
the exchange of informa- In meeting zones, which
tion and centres for com- either form part of the staff
munication. room or are accommo-
dated in separate rooms,
Staff rooms are increas- direct/indirect lighting - e.g.
ingly turning into a kind with pendant or standard
of open plan office, used luminaires - is recom-
more and more for the mended because it casts
preparation of lessons, faces in a particularly natu-
marking homework and ral light and ensures that
planning teaching units. work materials are eas-
The infrastructure of a ily legible. For beamer or
staff room needs to be at- overhead projector pres-
tuned to these tasks. An entations, the lighting for
adequate number of suit- the front part of the room
ably sized workplaces with should be on a separate
connection points for com- switching circuit and dim-
puters or laptops make a mable. The presentation
staff room a fully fledged area lighting should also
workroom for teachers. be asymmetrical to ensure
harmonious, glare-free illu-
Reading and writing, work- mination for speakers and
ing at computers and con- presentation aids.
sultation with colleagues
are the main activities In the secretary‘s office,
97
performed in a staff room. two essential tasks need
So the lighting needs to to be performed: admin-
cater for the visual tasks istration of all school ac-
such activities present. tivities and communication
Room lighting designed with students and staff. For
for good glare suppres- the administrative work,
sion ensures that work anti-glare room lighting
materials and screens are should be selected to fa-
not obscured by reflected cilitate work at computer
glare. Also, large rooms screens and with shiny
acquire a more stimulat- work materials. For recep-
ing atmosphere where the tion areas, direct/indirect
ceiling is illuminated by lighting is recommended.
direct/indirect luminaires. This ensures an agreeably
Separately switched work- bright ceiling and natural,
place luminaires enhance daylight-like brightness
the visual performance distribution.
and visual comfort of staff 98
members reading or writ- Timetables and all impor-
ing. This is particularly tant notices are posted on
important for older col- the notice board. To en-
leagues; 60-year-olds sure they are clearly visible
need more than twice as and easily legible, the light-
much light as 20-year-olds ing should be adequately
to ensure the same visual bright and designed to
performance. illuminate the entire area
of the board. Wallwash-
Lighting can help denote ers provide the vertical
and define different zones illuminance needed to illu-
in a staff room. As well as minate the surface evenly
individual workplaces, staff from top to bottom. Where
rooms incorporate shared notice boards are behind
service areas and separate glass, the glass used
meeting zones. Optical should have a high-grade
partitioning of these serv- non-reflecting surface.
ice areas - where copiers 99
28 More information is contained in booklet 4 of this series, “Good
Lighting for Offices and Office Buildings“.
 FGL 3D Visualisation©
100

Lighting tips
FGL 3D Visualisation©

•Staff rooms are workplaces and

need to be designed as such. The
lighting at computer workstations
has to illuminate without glare.
•In large rooms and for meetings,
direct/indirect luminaires provide
natural, motivating lighting.

103

101 102

Lots of light and bright colours create a convivial and motivating

atmosphere in a staff room. Indirect lighting emphasises the high
ceiling, making the room seem airier (Figs. 101 and 102). Anti-
glare luminaires and adjustable blinds make for good lighting at
computer workstations (Fig. 104). 104
29
 Corridors and staircases
O
ur first steps inside
a building take
us to corridors or
staircases leading to our
destination. Corridors and
staircases are the connec-
tors between rooms and
levels that make it pos-
sible for us to access the
various zones of a building.
Quick and easy orientation
- signalling which corridor
or staircase leads where
- enables us to understand
the layout of a building
and find our way around it.
Lighting can play a major
role here as an orienta-
tion aid. Clear guiding
light draws us in the right
direction and illuminated
or back-lit signs provide
information.
But in many cases, not
enough attention is paid to
illuminance. Corridors and
staircases appear intimi-
dating if they are too dark.
To avoid this so-called
“tunnel effect“, care should
be taken to ensure uniform
or finely graded brightness.
In corridors with a bright
ceiling and bright walls, we
feel more comfortable and
more secure. The creation
of dark corners should
be avoided and dark floor
or stair coverings call for
higher illuminance.
On stairs, it is particularly
important to ensure glare-
free lighting for treads.
Safety is enhanced by
modern LED light strips
integrated into risers or
recessed wall luminaires
illuminating treads. Lamps
must be shielded from
view for anyone looking up
or down.
In many schools and edu-
cational establishments,
corridors are also places
where students spend
breaks between periods
and thus make ideal dis-
play and presentation ar-
eas if they are appealingly
designed and furnished
with appropriately con-
spicuous lighting. A care-
fully crafted art exhibition
30
in a dark corner grabs no
one‘s attention.
Spots on power track pro-
vide simple, effective and
flexible lighting for chang-
ing exhibits. They should
be positioned and angled
so that a visitor‘s view of
the exhibits is impeded by
neither shadows nor glare.
Where exhibits are pre-
sented in glazed frames
or glass showcases, the
light should be designed
to fall from the side of the
observer to prevent the
occurrence of disturbing
reflections.
During lessons, i.e. for
much of the day, corridors,
stairwells and sanitary fa-
cilities are often deserted
- yet the lighting is left on,
normally just for conven-
ience. A lighting control
system with integrated
presence sensors is very
useful here; it is convenient
and reliable and it saves
energy. Sensors switch
lighting off when a room
or corridor is vacated and
105
reactivate it when the next
person enters. Energy-ef-
ficient use is thus made In bright stairwells and corridors, we feel safer and the
of artificial lighting and all risk of injury is reduced. Corridors and staircases are
areas in use are brightly generally also escape routes and need to be identi-
and reliably lit. fied as such and illuminated in compliance with the
relevant standards.
Sanitary facilities acquire
a more cheerful air where
lamps of a warm light
colour are used. Halogen
lamps or compact fluores-
cent lamps of warm-white
light colour provide an
agreeable visual ambience
and good colour render-
ing. For washbasins and
mirrors, lighting should
be diffuse to avoid harsh
shadows on faces. A mix-
ture of direct and indirect
lighting, e.g. with down-
lights as room lighting and
additional light sources
beside mirrors, casts faces
in a natural light. Switches
and luminaires need to be
protected against splash-
water and compliant with
the relevant standards.
106
107 108

109

Lighting tips
•Bright ceilings and walls make
corridors look bigger and more
appealing.
•Staircases should be provided with
glare-free lighting to avoid accidents.
•Soft light from above or from the
side can make steps or stairs
easier to identify. Harsh long
shadows should be avoided. 110
31
 Outdoor areas and parking facilities

S
chools and Column and bollard lumi-
educational estab- naires, ground and wall
lishments are sur- luminaires thus ensure a
rounded by large outdoor positive visual impact even
areas: courtyards and after dark. To keep “un-
parking facilities for cars, welcome visitors“ at bay,
motorcycles and bicycles parking facilities and build-
as well as access roads, ing façades should always
lawns and gardens. These be assured an adequate
are areas used by large basic brightness. Even
numbers of people at the better are motion sensors
same time. Before school which activate the lighting
starts and after it ends, as soon as a person ap-
roads and parking areas proaches. Security against
are extremely busy; dur- theft and burglary is thus
ing breaks, students use enhanced even at night
outdoor areas for sports and during vacation time.
and games.
In most schools, the
The lighting provided for school yard is used at all
outdoor areas needs to be times of the year and in
adequately bright, above any weather as a place
all to minimise the risk for recreational activities, 111
of accidents. On access sports and games. Good
roads and parking lots, lighting helps youngsters
lighting must not cause at play recognise obsta-
glare and needs to illu- cles or flying balls more
minate all areas used by readily and thus height-
vehicles so that motorists ens their safety. Partially
and cyclists can easily find covered yards can be lit
their way and promptly safely, well and attractively
identify obstacles and by downlights; for open
other road users. yards, post-top and bol-
lard luminaires offer solu-
Differentiated, well-de- tions. All luminaires need
signed outdoor lighting to be designed for outdoor
also facilitates orientation. use and protected against
Access roads and park- moisture. Impact-resistant
ing bays can be clearly models are particularly
marked by post-top robust and stand up well
luminaires or light stacks; to the stresses and strains
bollard luminaires or dis- of school life. Energy-sav-
creet recessed ground ing compact fluorescent
luminaires can be used to lamps or high-intensity
separate parking facilities high-pressure discharge
for motor vehicles from lamps have a proven track
those reserved for cycles record as light sources
and to mark adjoining here.
footpaths.
Students and teachers - as Like indoor staircases,
well as visitors attending staircases in outdoor ar-
concerts or other events eas need to be specially
in the evening - thus feel lit to make them safer. Har-
safer and more at ease. monious illumination with
a balanced ratio of light
Good exterior lighting and shade makes stairs
with decorative luminaires stand out in 3D and easy
also underlines the sty- to identify.
listic statement made by Long hard-edged shadows
the building‘s architect on treads must be avoided
and adds to the appeal of at all costs.
the complex as a whole.

112
32 More information is contained in booklet 3 of this series, “Good
Lighting for Safety on Roads, Paths and Squares“.
113

114

Bright lighting for bicycle parks facili-

tates safe manoeuvring and keeps
“unwelcome visitors“ at bay (Fig.
114) . Paths connecting parking fa-
cilities with buildings can be marked
and reliably lit by economical, long-
life recessed ground LED luminaires
(Fig. 115).

Lighting tips
FGL 3D Visualisation©

•Access roads and parking facilities

require bright, uniform lighting.
•An illuminated façade makes for
visual impact and enhances security
against vandalism and burglary.
•Yards used during break-time are
also playgrounds. Good lighting
helps minimise accidents.
115
33
 Sports halls and sports grounds

S
ports halls and in luminaires can signifi-
sports grounds are cantly improve the visual
put to a wide variety performance of players
of uses. They cater on a and are sturdy enough to
regular basis for most ball withstand the impact of
sports - from handball and stray balls. All luminaires
volleyball to soccer - the should be of impact-resist-
full spectrum of field and ant design.
track athletics as well as
gymnastics and dancing. The preferred light sources
In the afternoons and eve- are fluorescent lamps or
nings, when school sport high-pressure discharge
is over, the facilities are lamps. More important
used by local sports clubs; than the type of lamp,
at weekends, they become however, are good colour
venues for tournaments rendering properties and
and competitions or ma- neutral-white lamp colour
jor school events. School to avoid any confusion
sports halls and sports between players wearing
grounds need to meet a similar coloured strip. A
host of requirements. lighting management sys-
tem is a practical, energy-
And the lighting needs be saving solution for most
suitable for them all. So sports halls. In multi-pur-
the first step when plan- pose halls, the lighting in
ning sports hall lighting individual hall sections can
should be to define the be dimmed at the push of
sports for which the facility a button. Where flexible
will be used. The lighting lighting is required, e.g. for
should then be designed school events, luminaires
for the sport that presents should be wired in groups
the most demanding for control and regulation.
visual task. For most ball
sports, DIN EN 12193 stip- Most sports grounds
116
ulates 200 lux horizontal are illuminated by floods
illuminance as a minimum mounted on four or six col-
requirement. For faster umns. The columns should
ball sports involving small be positioned at the cor-
balls, such as badminton ners or on the longer sides
or table tennis, the value of the rectangular pitch.
should be at least 300 lux The higher the lights are
and vertical illuminance mounted, the better the
even higher. For competi- glare limitation. To avoid
tions and competition hard-edged shadows,
training in sports halls, the floods or spots should be
German standards author- angled so that every point
ity recommends 500 to on the pitch is illuminated
750 lux for most sports. by at least two of them.
Also, care must be taken
When selecting luminaires, to ensure that spectators
two crucial criteria need are not dazzled.
to be borne in mind: type 117
of mounting and stand- Correct lighting for sports
ard of glare suppression. halls and sports grounds
Depending on the type of requires careful planning.
ceiling available, recessed, Where facilities are used
surface-mounted or pen- for competitions or events
dant luminaires are an which are televised, light-
option. For high-ceilinged ing needs to meet par-
halls, pendant luminaires ticularly high standard and
are normally more practi- regulatory requirements.
cal. As there is no prin- More planning guidance
cipal viewing direction in on this subject is found
a sports hall, luminaires in booklet 8 of this series,
need to be well shielded “Good Lighting for Sports
against glare in all direc- and Leisure facilities“.
tions. High-grade louvers

118
34 More information is contained in booklet 8 of this series, “Good
Lighting for Sports and Leisure Facilites“.
 119
120
In changing rooms, lighting should be as uniform as
possible to avoid harsh shadows. High vertical illumi-
nance makes it easier to see inside lockers and lamps
with good colour rendering properties ensure the colours
of clothes are accurately rendered (Fig. 120).
A presence control system in changing and sanitary
rooms, which deactivates lighting when rooms are va-
cated and reactivates it when the next person enters,
saves energy, extends lamp life and heightens security
(Fig. 121).
121
Lighting tips
•Lighting needs to cater to the sport
that presents the most demanding
visual tasks.
•Where neutral-white lamps with good
colour rendering properties are used,
colours are identified correctly.
35
 Refurbishment - Economy
Emergency lighting - Safety

W
hen an old Even greater savings
school building can be achieved by the
is refurbished, its use of modern lighting
modernisation would not management systems.
be complete without the Sensor-regulated light-
renewal of its lighting sys- ing which automatically
tems. More efficient lamps adjusts artificial lighting
and luminaires as well according to the amount
as added visual comfort of daylight available, or
are cogent arguments in presence control systems
favour of new lighting. But which deactivate lighting
planners should also bear after a room is vacated
in mind that new types of reduce power costs and
luminaire have been devel- lengthen lamp life. Light-
oped which are particularly ing management systems
suitable for use in schools: can be installed in rooms
stronger materials offer or groups of rooms that
better protection against are already wired.
damage; luminaires with
asymmetrical beams make Special blinds which direct
for uniform glare-free additional daylight into
blackboard lighting and the room can reduce the
better shielded luminaires amount of artificial light- 122
permit more flexible ar- ing required. As well as
rangements of group saving energy, this makes Lighting can save lives
desks. for lighting which is found
to be more natural, more In buildings which are open to the public,
An obsolete lighting sys- dynamic and more stimu- emergency lighting is required by law. Its
tem costs money. The lating; students and staff importance is discovered only when an emer-
efficiency of all lighting feel better and are more gency occurs. Without emergency lighting, it
components - lamps, lumi- motivated. is impossible for people to vacate smoke-filled
naires and operating gear rooms and corridors safely and find their way
- steadily declines. Soiling Also important in a re- outside. Good emergency lighting is clearly
and ageing of materials furbishment project are visible and indicates the shortest route out of
reduces the light output aesthetic considerations. danger.
ratio of an old lighting sys- State-of-the-art luminaires
tem by half in the course are available today in
of its life. Investment in designs to suit any archi-
modern, efficient lighting tectural style. Often, the
significantly reduces an- latest technology can even
nual operating costs and be integrated in existing lu-
the extra acquisition costs minaires. With lamps and
are recouped in the space operating gear becom-
of a few years. ing progressively smaller,
more powerful and more
New lamp and luminaire efficient, it is possible to
technologies permit more achieve bright, reliable,
economical operation and energy-efficient lighting
a better quality of lighting. even in historical buildings
Newly developed light without making visible al-
sources such as T5 fluo- terations.
rescent lamps, compact
fluorescent lamps and Safety is not an optional
LEDs make for better lu- item in a school‘s or any
minous efficacy. Electronic other educational es-
ballasts reduce power tablishment‘s budget. A
losses, provide flicker-free modern emergency and
lighting and improve the security lighting system
starting performance of needs to be installed in all
lamps. And new materials rooms and corridors. Even
and designs for reflectors small smouldering fires
improve luminaire light can rapidly fill rooms with
output ratios and glare smoke, creating a situa-
ratings. tion where sure guidance
and fast identification of
exits and escape routes is
critical.

123
36 More information is contained in booklet 10 “Notbeleuchtung Sicherheits-
beleuchtung“ (available in German only) and booklet 12 “Lighting Quality
with Electronics“ of this series.
 125

Modern lighting re-imbues renovated build-

ings with new splendour. Modern luminaires
can harmonise superbly with historical archi-
tectural designs (Fig. 124) or state-of-the-art
technology can be integrated into existing light
fittings (Fig. 127). LED elements, for example,
replace obsolete stair lighting without affect-
ing the historical design statement (Fig. 128).
LEDs save energy, provide more light and offer
considerably more operational reliability than
incandescent lamps.

124

127

126 128
37
 Lighting management

L
ighting management and evenings - in winter
means operating a even by early afternoon
lighting system ef- - the level of incident light
ficiently and economically, is too low to work by, and
regulating and monitoring clouds reduce even more
lamps and luminaires for what little daylight there
optimum performance, is. So in many classrooms
offering the greatest pos- - either for convenience or
sible lighting comfort and because not enough day-
permitting stimulating light enters the room - the
room lighting that is right lighting is switched on and
for the situation. These left on all day.
are all functions which are
useful and important, par- Lighting control systems
ticularly for schools and with daylight sensors
other educational estab- which automatically adjust
lishments. the brightness of artificial
lighting according to the
Especially in rooms where natural daylight that is
room use constantly available as well as spe-
changes, lighting man- cial blinds which direct
agement systems are a daylight into the room thus
practical and convenient also offer scope for sav-
solution. With them, class- ing energy in schools and
rooms in which head-on other educational estab-
instruction, group work, lishments.
small exhibitions and
music lessons take place Aside from the energy-sav-
in daily succession can ing aspect, however, light- 129
thus be correctly lit at the ing management systems
push of a button. In as- also create new opportu-
sembly halls, too, where nities for dynamic, moti-
gatherings and concerts, vating lighting. We know
rehearsals and perform- today that a uniform light-
ances are staged, lighting ing level leads to fatigue
management systems cre- and loss of concentration.
ate the right lighting scene So with a lighting control
for the occasion. system which combines
daylight and artificial light-
Many classrooms stand ing, the stimulating impact
empty for the occasional of changes in natural light-
free period during the day. ing can be simulated.
At such times, the lighting
often stays on. Intelligent The lighting in individual
control systems with inte- rooms or small building
grated presence sensors units, such as sports halls,
automatically deactivate can be simply and conven-
lighting when a room is iently regulated by DALI
vacated and reactivate components. DALI (Digital
it when the next person Addressable Lighting Inter-
steps through the doorway. face) is an internationally
Corridors, too, are rarely standardised system for
used during lessons. Here, switching and dimming
lighting can be dimmed to lighting and monitoring
a minimum for most of the connected components for
time. In both cases, simple availability.
lighting control systems
provide a convenient way The DALI working group 130
of saving a lot of the ener- (AG-DALI) of the Frankfurt/
gy that is wasted in class- Main-based German Elec- In assembly halls and lecture theatres, blinds, light-
rooms and corridors. trical and Electronic Manu- ing and projectors should be operable from the
facturers‘ Association lectern. This enables the projector to be started, the
In autumn, winter and (ZVEI) comprises leading sunshades to be lowered and the luminaires to be
spring, daylight alone is European and US manu- dimmed at the beginning of a presentation without
often not enough to pro- facturers of electronic bal- causing disturbance through interruptions (Fig. 129).
vide acceptable classroom lasts and lighting control Afterwards, the room lighting can be fully or partially
lighting. In the mornings and regulation systems. restored for the ensuing discussion. (Fig. 130). Most
lighting management systems allow several lighting
scenes to be programmed with ease for occasions
such as lectures, presentations and discussions.
38 More information is contained in booklet 12 of this series, “Lighting
Quality with Electronics“.
 Lighting control is a useful device for
many classrooms. With separately
switched and dimmable lighting sys-
tem components, the right lighting
for any situation can be generated at
the push of a button.
1 Lesson
For normal lessons, all lighting com-
ponents are equally bright. (Fig. 131).
2 Lecture
For lectures, the light over the desks
is dimmed; the front of the room and
the blackboard remain bright (Fig.
132).
3 Experiment
During an experiment, the screened
131 1 Lesson 132 2 Lecture
experiment room and demonstration
area are illuminated. The light over
the desks is dimmed but still bright
enough for taking notes. (Fig. 133).
4 Media presentation
For TV or beamer presentations, the
lighting is dimmed throughout the
room. Reflections on screens are
thus avoided, colours and contrasts
are preserved and screen images
can be seen from every desk (Fig.
134).

133 3 Experiment 134 4 Media presentation

In many classrooms, lighting is LLB-operated lighting system

switched on for much of the day. Luminaire Luminaire Luminaire In a normal classroom, a non-regu-
With a standard lighting system, this row 1 row 2 row 3 lated lighting system with lamps
is the only way to ensure that desks operated by conventional ballasts
which are not right beside a window (CBs) or low-loss ballasts (LLBs)
are adequately lit at all times. In the consumes 2,385 kWh a year. Each of
summer months in Central Europe, the three luminaire rows consumes a
however, there is enough daylight constant 795 kWh/a.
available to save nearly 80% of the
power consumed by classroom EB-operated lighting system
lighting systems (100% = 500 lux). In the same room, a modern light-
ing system providing the same
800 illuminance (500 lux) with lamps
100 795 795 795
Artificial lighting
operated by electronic ballasts
% 600 (EBs) consumes only 1,872 kWh/a
624 624 624 - i.e. 22% less electricity. Each of the
80 three luminaire rows consumes a
Daylight 400 constant 625 kWh/a.
60 430
300
40 200 Lighting system with dimmable
EBs and daylight
kWh/a

135
20
J F M A M J J A S O N D 0
A lighting system with dimmable EBs
Luminaire row Luminaire row Luminaire row and a daylight-dependent regulation
The prerequisite for this is a daylight- 1 2 3 system consumes only 865 kWh/a,
dependent lighting system, which i.e. 64% less than a LLB-operated
automatically ensures a constant 2500
lighting system. The 500 lux illumi-
level of brightness throughout the nance throughout the room is auto-
2000 - 22%
room. On a bright sunny day, only matically regulated. Luminaire row
the third row of luminaires near the 1500 1 is near the window wall and can
wall is activated. When the sky is generally stay dimmed because of
overcast the other luminaire rows 1000 LLB-operated - 64% the greater daylight component. 2/3
are switched on, ensuring that at lighting system EB-operated EB-operated of the power costs are saved by EB
least 500 lux is provided at all desks 2.385 kWh/a lighting system
500 lighting system operation and daylight regulation.
1.875 kWh/a
at all times. 865 kWh/a
kWh/a

0
39
 Lamps

5 6
10 13
14
11

12

No. Lamp type Power rating W Luminous flux lm Luminous efficacy lm/W Light colour
(Watt) (Lumen) (Lumen/Watt)

Linear three-band fluorescent lamps

1)
1 T5; Ø 16 mm 14 - 35 1250 - 36502) 89 - 104 ww,nw,dw
with high luminous efficacy
1)
2 T5; Ø 16 mm 24 - 80 1850 - 70002) 77 - 88 ww,nw,dw
with high luminous flux
3 T8; Ø 26 mm 18 - 58 1350 - 5200 75 - 903) ww,nw,dw
Compact fluorescent lamps
4 2-, 4- and 6-tube lamp 5 - 57 250 - 4300 50 - 75 ww,nw
5 2-tube lamp 18 - 80 1200 - 6000 67 - 75 ww,nw,dw
6 4-tube lamp 18 - 36 1100 - 2800 61 - 78 ww,nw
Energy-saving lamps
7 miniature 7 220 31 ww,nw
8 incandescent-shape 5 - 23 150 - 1350 30 - 59 ww
9 standard shape 5 - 23 240 - 1500 48 - 65 ww
High voltage halogen lamps (230V)
10 pin-based lamps 25 - 250 260 - 4300 10 - 17 ww
11 with reflector 40 - 100 ww
12 with base at both ends 60 - 2000 840 - 4400 14 - 22 ww
Low voltage halogen lamps (12V)
13 pin-based lamps 5 - 100 60 - 2300 12 - 23 ww
14 with reflector 20 - 50 ww
Metal halide lamps
15 with base at one end 35 - 150 3300 - 14000 85 - 95 ww,nw
16 with base at both ends 70 - 400 6500 - 36000 77 - 92 ww,nw
High-pressure sodium vapour lamps
17 tubular 35 - 1000 1800 - 130000 51 - 130 ww
Light-emitting diodes
18 LED 0,7 - 1,5 18 - 27 13 - 23
Light colour: ww = warm white, nw = neutral white, dw = daylight white
1) for EB operation only 2) luminous flux at 35°C 3) luminous efficacy increases to 81 - 100 lm/W with EB operation

40 More information is contained in booklet 1 of this series, “Lighting with Artificial Light“.
 Good lighting depends on
the right choice of lamps.
This page shows the most
important types of lamp
and their specifications
for applications in schools
and educational establish-
ments.
7 lamps produce an agree-
1,2,3
Three-band fluorescent
lamps
8 er is needed to reduce the
Three-band fluorescent
lamps have a high lumi-
9 nous efficacy, good colour
rendering properties and a
long service life.
Operated by electronic bal-
15 lasts (EBs), they achieve
an even higher luminous
efficacy and longer service
life. 16 mm diameter T5
lamps are designed for EB
16 operation only. Dimming
18
control of all three-band
fluorescent luminaires is
possible with appropriate
17 ballasts.
Colour rendering index Base 4,5,6
Compact fluorescent
lamps
Compact fluorescent lamps
have the same charac-
80 < 90 G5 teristics as three-band
fluorescent lamps. Here,
80 < 90 G5 too, luminous efficacy is
improved and service life
80 < 90 G13 lengthened by EB operation
and lamps can be dimmed
80 < 90 G23, G24, 2G7, GX24 by appropriate ballasts.
80 < 90 2G11 7,8,9
80 < 90 2G10 Energy-saving lamps
80 < 90 GX53 Energy-saving lamps have
80 < 90 E14, E27 an integrated ballast and
either a screw base (E14
80 < 90 E14, E27 or E27) or a bayonet base
(GX53). Energy-saving
≥ 90 E14, E27, G9 lamps consume up to
≥ 90 E14, E27, GZ10, GU10 80% less power and have
≥ 90 R7x a considerably longer life
than incandescent lamps.
≥ 90 G4, GY6,35 10,11,12
≥ 90 GU5,3 High voltage halogen
lamps (230V)
80 < 90, ≥ 90 G12, G8,5, E27, E40
High voltage halogen
80 < 90, ≥ 90 RX7s, Fc2 lamps produce an agree-
able white light with very
20 < 40 E27, E40 good colour rendering.
They are designed for di-
rect line operation, have a
longer life than incandes-
cent lamps and generate
more light from the same
power. Dimming control
presents no problems.
13,14
Low voltage halogen
lamps (12V)
Low voltage halogen
able white light with very
good colour rendering. To
operate them, a transform-
voltage to 12V. They can
be dimmed with appropri-
ate transformers.
15,16
Metal halide lamps
These lamps are noted for
their high luminous effi-
cacy and very good colour
rendering properties. Mod-
ern metal halide lamps
feature a ceramic burner
that delivers light of a con-
stant colour throughout its
service life. Ballasts are
needed to operate these
lamps. EBs lengthen lamp
life and make for greater
lighting comfort.
17
High-pressure sodium
vapour lamps
Very high luminous ef-
ficacy and a long service
life make high-pressure
sodium vapour lamps a
very economical solution
for outdoor lighting. Appro-
priate ballasts and starters
are required to operate
them.
18
Light-emitting diodes
LEDs are available in
numerous shapes and
colours. Owing to their
minimal dimensions and
long service life, they find
applications today mainly
in decorative luminaires
and security lighting. They
possess high impact-re-
sistance and emit neither
UV nor IR radiation.
41
 Luminaires

V
arious types of lu- ing. Attention particularly
minaire are used in needs to be paid to this
schools and educa- feature where computer
tional establishments. Type workstations are present.
and size of room, architec-
ture and room use - these Electrical characteris-
are all factors which have tics
to be considered by the
lighting designer. The electrical character-
istics of a luminaire de-
Lighting should be planned pend, in part, on the kind
jointly by client, architect of electrical components 137 138
and lighting designer. it features for safe, fault-
As well as the technical free lamp operation. With Recessed louvered luminaires
characteristics briefly de- discharge lamps such as linear luminaires (as illustrated)
scribed below, the design as fluorescent lamps, for or square luminaires
of the luminaires and their example, the connected
incorporation in lighting load of a luminaire system
management systems are - and thus the rate at which
important matters for con- it consumes electricity
sideration. Central control - can be reduced by the
of the luminaires makes use of electronic ballasts
for greater convenience (EBs). EBs also make for
for the user and reduces gentler lamp starts and
power consumption. thus extend the service
life of lamps. Furthermore,
Lighting characteristics they discontinue starting
attempts if a lamp is de-
The way light is radiated fective.
by a luminaire is indicated To meet lighting safety 139 140
by intensity distribution requirements, luminaires
curves (IDCs). These de- and integrated electronic Direct/indirect pendant luminaire
fine the spatial distribution ballasts need to comply with optical control panels
of illuminance and are an with IEC 598 regulations
important criterion for the and display the ENEC
assessment of glare. For symbol.
room lighting, direct or
direct/indirect luminaires Design characteristics
are a popular choice.
Aside from preference for
Direct luminaires are often a particular type of light
very economical, while the or luminaire, options may
light cast by direct/indirect be narrowed by the archi-
luminaires is found by tecture of the room and,
most people to be agree- in particular, the nature of
able and motivating. the ceiling. Most types of
Purely indirect luminaires luminaire are available in
141 142
are used as wallwashers recessed, surface-mounted
or ceiling floodlights to or pendant designs. Recessed wallwashers
provide accentuating light with asymmetrical beam
for architectural details. Assembly is another factor
to consider, so is regular
Another lighting and power maintenance, e.g. lamp
management criterion for replacement. Quality lumi-
luminaires is light output naires come with well-de-
ratio. The higher the ratio, signed assembly aids or
the greater the efficiency practical details permitting
and economy with which e.g. toolless maintenance.
the luminaire harnesses
the luminous flux of its
lamps.
The third important qual-
ity feature of a luminaire is
glare limitation. The better 143 144
the lamp shielding, the
higher the quality of light- Wall luminaires
as surface-mounted luminaire (left)
or recessed luminaire (right)
42 More information about luminaire systems and manufacturers is available on the Internet at www.licht.de.
145 146 147 148

Direct/indirect recessed luminaires Surface-mounted louvered luminaires

as square luminaires (as illustrated) as linear luminaires (as illustrated)
or linear luminaires or square luminaires

149 150 151 152

Downlights Direct/indirect standard luminaire

with symmetrical beam (left) with desktop luminaire
or asymmetrical beam (right)

153 154 155 156

Spot Safety lighting luminaire

for power track (left) or for illuminated signs and
as recessed luminaire (right) emergency lighting

157 158 159 160

Bollard luminaire ((left) Post-top luminaire (left)

Recessed ground luminaire (right) Light stack ((right)

43
 Standards

The quality of lighting in schools and educational establish- Illuminance in the Illuminance in the
ments depends on numerous criteria, some of which are visual task zone immediate surroundings
discussed on pages 4 and 5 of this booklet. But lighting (lux) (lux)
design also needs to comply with new laws and standards. ≥ 750 500
On the standards front, a major change occurred with the 500 300
creation of the European standard on indoor workplace 300 200
lighting and its adoption as German standard DIN EN
12464-1. ≤ 200 E Task
This standard supersedes much of DIN 5035-2 “Artificial uniformity: : ≥ 0,7 uniformity: : ≥ 0,5
lighting of interiors - Guideline values for indoor and out-
door workplaces“. However, it also contains recommen- Glare
dations and requirements for educational establishments A distinction is made between two types of glare. With
which were formerly defined in Germany in the standard physiological glare, visual performance is impaired. With
DIN 5035-4 “Artificial lighting of interiors - Special recom- psychological glare, visual performance is disturbed. Er-
mendations for lighting in educational establishments“. rors and accidents may result. Glare must therefore be
DIN 5035-4 continues to apply to general educational limited.
establishments such as primary schools and grammar
schools as well as universities. Shielding against glare
References to standards below are basically confined to To avoid glare caused by bright light sources, lamps
DIN EN 12464-1, with which many people are not yet fa- should be shielded and windows provided with blinds
miliar. The contents, concepts and methods set out in DIN or shades for darkening. For the lamp luminance values
5035-4 have applied since 1983 and are taken as known. below, the relevant minimum shielding angles need to
DIN 5035-4 is expected to be revised in line with DIN EN be observed.
12464-1.

Illuminance in the visual task zone Lamp luminance Minimum shielding angle α
Illuminance and illuminance distribution impact significantly cd / m2
on the speed, reliability and ease with which we register 20,000 bis < 50,000 15°
and perform a visual task. Page 46 of this booklet shows 50,000 bis < 500,000 20°
a list of recommended illuminance values for numerous ≥ 500,000 30°
types of room in schools and educational establishments.
The values are taken from DIN EN 12464-1 and apply to the
visual task zone. Where the size and/or location of the vis-
ual task zone is not known, it must be taken to encompass
any area where the visual task may occur. The values apply
to normal visual conditions and should be increased where
the degree of difficulty of the visual task is above-average 161
or those performing it have below-average eyesight.
Assessment of direct glare
Illuminance service value and service factor Direct glare occurs where a light source, such as a gen-
Illuminance Em is a service value, i.e. mean illuminance eral-diffuse lamp, is in our line of sight. The new standard
must not fall below the value stated, regardless of the DIN EN 12464-1 introduces the standardised UGR method
age and condition of the lighting system. So a new (unified glare rating) for the assessment of (psychological)
system needs to be designed for a higher illuminance glare.
value. How fast and how much illuminance decreases The UGR method takes account of all the luminaires in a
depends on the ageing characteristics of the lamp, the lighting system which add to the sensation of brightness as
type of ballast used, the luminaire, the environment and well as the brightness of walls and ceilings; it produces a
the servicing schedule. The lighting designer needs UGR index (Fig. 162). The UGR limits (UGRl) which must not
to record assumptions for service factor and servicing be exceeded for most kinds of rooms in schools and educa-
schedule at the planning stage. Where no information tional establishments are found in the table on page 46.
is available, the ZVEI, for example, recommends a refer-
ence value of 0.67 for clean rooms in which lighting is
serviced every three years.

Illuminance in the immediate surroundings

Illuminance in the immediate surroundings depends on
the illuminance in the visual task zone and should make
for balanced luminance distribution in the field of vision.
Marked localised differences in illuminance levels can
overtax our eyes and cause discomfort. Illuminance in
the immediate surroundings can be lower than that in
the task zone itself but must not be lower than the fol-
lowing values:

162

44
VDU workplace lighting
Lighting for VDU workplaces needs to be suitable for all
the tasks that may be presented there, e.g. reading from
the screen, reading printed text, writing on paper, operat-
ing the keyboard.

Work at a monitor or sometimes even at a keyboard can

be affected by physiological or psychological glare due
to reflections. The lighting designer needs to select lumi-
naires and define luminaire arrangements which ensure
that disturbing reflections are avoided.

Veiling reflections and reflected glare

Reflected glare occurs as a result of disturbing reflec-
tions of light sources on shiny or reflective surfaces,
such as a VDU screen or glossy paper. Reflections on
screens (Fig. 163) and glossy documents (Fig. 165)
make for disturbed vision and impair legibility. 167

163 164

165 166

Luminance limits for direct luminaires

The luminance of luminaires which could be reflected on 168
screens at normal lines of sight needs to be limited all
around the luminaire above a threshold angle of radia-
tion of 65°.
The table shows the mean luminaire luminance limits for
workplaces with screens which are vertical or tilted at
angles up to 15° (Fig. 167). Application example
Where the size of the zones in which visual tasks are per-
VDUs mean luminance of formed is not known, the entire room (less a perimeter
luminaires and surfaces zone of 0.5 m) should be treated as a task zone (red ar-
which reflect on screens
ea) at a height of 30 mm above the relevant work surface.
The entrance area, the area in front of the blackboard
Positive display VDUs
and the area fronting partitions are part of this horizontal
≤ 1000 cd/m2 zone (Fig. 168, top) Vertical visual task zones include, for
Negative display VDUs with
high-grade anti-reflective system example, blackboard surfaces, notice boards, cupboards
Evidence of test certificate required and shelves. In the case of blackboards, the height of the
Negative display VDUs with ≤ 200 cd/m2 assessment area depends on how high the board can be
lower-grade anti-reflective system raised. The width of the assessment area is governed by
the width of the boards when extended. The illuminance
Classification of VDUs on the basis of anti-reflective systems and the required is that recommended on page 46, with a uni-
type of display mostly present on the screen. The cd/m² values indi-
cate the maximum permissible mean luminance of luminaires which formity of 0.6 (Fig. 168, bottom).
could be reflected on the screen (in accordance with DIN EN 12464).

45
 Standards

Lighting requirements of DIN EN 12464-1

6.1 Kindergartens, nursery schools (pre-school establishments)

Ref. No. Type of room, purpose or activity Em UGRL Ra Remarks

6.1.1 Play room 300 19 80

6.1.2 Nursery 300 19 80
6.1.3 Handicraft room 300 19 80

6.2 Educational premises

Ref. No. Type of room, purpose or activity Em UGRL Ra Remarks

6.2.1 Classrooms, tutorial rooms 300 19 80 Lighting should be controllable

6.2.2 Classrooms for evening classes 500 19 80 Lighting should be controllable

and adult education
6.2.3 Lecture hall 500 19 80 Lighting should be controllable
6.2.4 Black board 500 19 80 Prevent specular reflections
6.2.5 Demonstration table 500 19 80 In lecture halls 750 lx
6.2.6 Art rooms 500 19 80
6.2.7 Art rooms in art schools 750 19 90 TCP ≥ 5000 K
6.2.8 Technical drawing rooms 750 16 80
6.2.9 Practical rooms and laboratories 500 19 80
6.2.10 Handicraft rooms 500 19 80
6.2.11 Training workshops 500 19 80
6.2.12 Music practice rooms 300 19 80
6.2.13 Computer practice rooms (menu driven) 300 19 80 DSE-work: see clause 4.11
6.2.14 Language laboratories 300 19 80
6.2.15 Preparation rooms and workshops 500 22 80
6.2.16 Entrance halls 200 22 80
6.2.17 Circulation areas, corridors 100 25 80
6.2.18 Stairs 150 25 80
6.2.19 Student common rooms 200 22 80
and assembly halls
6.2.20 Teachers rooms 300 19 80
6.2.21 Library: bookshelves 200 19 80
6.2.22 Library: reading areas 500 19 80
6.2.23 Stock rooms for teaching materials 100 25 80
6.2.24 Sports halls, gymnasiums, 300 22 80 See EN 12193
swimming pools
6.2.25 School canteens 200 22 80
6.2.26 Kitchen 500 22 80

3 Offices
Ref. No. Type of room, purpose or activity Em UGRL Ra Remarks

3.1 Filing, copying, etc. 300 19 80

3.2 Writing, typing, reading, data processing 500 19 80 DSE-work: see clause 4.11
3.3 Technical drawing 750 16 80
3.4 CAD work stations 500 19 80 DSE-work: see clause 4.11
3.5 Conference and meeting rooms 500 19 80 Lighting should be controllable
3.6 Reception desk 300 22 80
3.7 Archive 200 25 80

The tables above are taken from DIN EN 12464-1, which

also sets out the minimum values for many other types
of room, e.g. rooms equipped for industrial and craft
activities in vocational schools.

Abbreviations used in the tables:

Em = Illuminance service value
UGRL = UGR limit according to the standardised
glare limitation system
Ra = colour rendering index

46
Literature, acknowledgements for

Postage
stamp
photographs and order forms

60591 Frankfurt am Main

Fördergemeinschaft
Literature

Postfach 70 12 61
Grund- und Strukturdaten 2000/2001, Federal Ministry of Education
and Research (BMBF), Public Relations Division, 53170 Bonn
Knowledge and Skills for Life - First Results from PISA 2000, Organi-

Gutes Licht
zation for Economic Cooperation and Development (OECD), Paris 2001

Germany
Postcard
Modernisierung von Schulbauten der Baujahre 1860-1920, (Mod-
ernisation of school buildings dating from 1860-1920), Secretariat of the
Permanent Conference of Education Ministers of the States (Länder) of
the Federal Republic of Germany, Berlin 2002
Modernisierungsleitfaden: Typenschulbauten in den neuen
Ländern, Zentralstelle für Normungsfragen und Wirtschaftlichkeit im Bil-
dungswesen, Berlin 1999
VBG BGI 650 Bildschirm- und Büroarbeitsplätze (VDU and office workplaces)
LiTG
Publication 13:1991 „Der Kontrastwiedergabefaktor CEF - ein Güte-
merkmal der Innenraumbeleuchtung“ (Contrast rendering factor CRF - an
interior lighting quality factor)
Publication 16:1998 „Energiesparlampen - ein Kompendium zu
Kompaktleuchtstofflampen mit integrierten Vorschaltgeräten“ (Energy-saving
lamps - a compendium of compact fluorescent lamps with integrated ballasts)
Publication 18:1999 „Verfahren zur Berechnung von horizontalen

Name, Company, Office

Beleuchtungsstärken in Innenräumen“ (Methods for calculating horizontal

Address or P.O. Box

illuminance in interiors)

City, Postal Code

Publication # „Das UGR-Verfahren zur Bewertung der Direktblendung

10/03/00/2-IIIE
der künstlichen Beleuchtung in Innenräumen“ (in Vorbereitung) (The UGR

Department
method of assessing direct glare caused by artificial lighting in interiors)
From

(in preparation)
www.litg.de

c/o
LiTG, Burggrafenstraße 6, 10787 Berlin, Germany
Standards
DIN EN 12464-1 Light and lighting - Lighting of work places
Part 1: Indoor work places
DIN 5035 Artificial lighting
Some of the contents of Parts 1, 2, 3 and 4 of DIN 5035 are superseded
by DIN EN 12464, Part 5 has been replaced by DIN EN 1838.
DIN EN 1838 Emergency lighting
DIN EN ISO 9241-6 Ergonomic requirements for office work with visual
Please tick booklet(s) required. Prices given include postage. (G = available only in German, E = available only as pdf-file, download at www.licht.de):

display terminals (VDTs). Part 6: Guidance on the work environment

E DIN 5035-7 Lighting for rooms with VDU work stations or VDU-assisted
Qty

workplaces
DIN EN 12193 Light and lighting - Sports lighting
DIN EN 12665 Light and lighting - Basic concepts and criteria for defin-
free of charge
ing lighting requirements
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €
9,- €

DIN 4543-1 Office work place, Part 1 Space for the arrangement and use
of office furniture ; safety requirements, testing
DIN 5035-6 Measurement and evaluation
G

DIN 5035-8 Special requirements for the lighting of single work-places in

E

offices and similar rooms

2 Good Lighting for Schools and Educational Establishments(10/03)

Signature/stamp

DIN 5044 Permanent traffic lighting

3 Good Lighting for Safety on Roads, Paths and Squares (3/00)

ASR 7/3 Workplace guideline on „Lighting“

AMEV Hinweise für die Innenraumbeleuchtung mit künstlichem Licht in
öffentlichen Gebäuden (Beleuchtung 2000) (Notes on interior artificial
8 Good Lighting for Sports and Leisure Facilities (9/01)
4 Good Lighting for Offices and Office Buildings (1/03)

lighting in public buildings (Lighting 2000))

AG DALI manual "Digital Addressable Lighting Interface - An activity of
11 Good Lighting for Hotels and Restaurants (4/00)
6 Good Lighting for Sales and Presentation (2/02)
7 Good Lighting for Health Care Premises (7/94)*

10 Notbeleuchtung, Sicherheitsbeleuchtung (4/00)

the Electric Luminaires Product Division of the ZVEI) published by Zen-

* New edition in preparation / booklets 13 and 15 are out of print
5 Good Lighting for Trade and Industry (4/99)

47

tralverband Elektrotechnik- und Elektronikindustrie (ZVEI) e.V./AG DALI,

14 Ideen für gutes Licht zum Wohnen (9/99)

Frankfurt am Main 2002

12 Lighting Quality with Electronics (5/03)

www.dali-ag.org, www.zvei.org
ZVEI, Stresemannallee 19, 60596 Frankfurt am Main, Germany
1 Lighting with Artificial Light (5/00)

Date

CELMA Guide for the Application of Directive 2000/55/EC on Energy Ef-

ficiency Requirements for Ballasts for Fluorescent Lighting, Hrsg.:
16 Urban image lighting (4/02)

Please fill in address on back of postcard.

CELMA Federation of National Manufacturers Associations for Luminaires

9 Prestige Lighting (8/97)

and Electrotechnical Components for Luminaires in the European Union,

Brüssel 2003 (deutschsprachige Ausgabe über den ZVEI)
www.celma.org
CELMA, Secretariat, Diamant Building,
Order form

Booklet No./Title

A. Reyerslaan 80, 81030 Brussels, Belgium

Lichtforum

Acknowledgements for photographs

All photos, 3D visualisations and graphics:
Fördergemeinschaft Gutes Licht (FGL)
Place
 The booklets can be ordered us-
ing the detachable postcards on

standards and VDE Stipulations.

The titles and numbers of all the
booklets in this series are given

The booklets in this series con-

tain references to current DIN
published by Fördergemein-

provide information on good

phone ++49-(0)69 63 02-0

schaft Gutes Licht (FGL) to
This booklet is No. 2 in the

fax ++49-(0)69 63 02-317

With the permission of the

Information on Lighting

41066 Mönchengladbach
lighting with artificial light.

this page. They will be

on the opposite page.

delivered with invoice.

60596 Frankfurt/Main
Fördergemeinschaft

Fördergemeinschaft

Beuth-Verlag GmbH
e-mail fgl@zvei.org
Stresemannallee 19

DIN-VDE-Normen:
Gutes Licht (FGL)

3-926 193-25-5
DIN standards:

10/03/00/2-IIIE
JARO Medien
Applications

DIN-Normen:

10787 Berlin

10625 Berlin
Gutes Licht

VDE-Verlag

publishers.
Germany

Germany

Germany

Germany
series

Technical consultant

Acknowledgements:
Overall design:
2
Publisher:
Imprint

Reprints:
ISBN:
Order form From Postcard Postage
Please tick booklet(s) required. Prices given include postage. (G = available only in German, E = available only as pdf-file, download at www.licht.de):
stamp
Booklet No./Title Qty
1 Lighting with Artificial Light (5/00) 9,- €
Name, Company, Office
2 Good Lighting for Schools and Educational Establishments(10/03) E 9,- €
3 Good Lighting for Safety on Roads, Paths and Squares (3/00) 9,- €
4 Good Lighting for Offices and Office Buildings (1/03) E 9,- €
5 Good Lighting for Trade and Industry (4/99) 9,- €
6 Good Lighting for Sales and Presentation (2/02) E 9,- €
Department
7 Good Lighting for Health Care Premises (7/94)* 9,- €
8 Good Lighting for Sports and Leisure Facilities (9/01) E 9,- €
9 Prestige Lighting (8/97) 9,- €
c/o
10 Notbeleuchtung, Sicherheitsbeleuchtung (4/00) G 9,- €
11 Good Lighting for Hotels and Restaurants (4/00) 9,- €
12 Lighting Quality with Electronics (5/03) E 9,- €
Address or P.O. Box
14 Ideen für gutes Licht zum Wohnen (9/99) G 9,- € Fördergemeinschaft
16 Urban image lighting (4/02) E 9,- €
Lichtforum free of charge Gutes Licht
* New edition in preparation / booklets 13 and 15 are out of print
City, Postal Code Postfach 70 12 61
60591 Frankfurt am Main
Place Date 47 Signature/stamp
Please fill in address on back of postcard.
Germany
10/03/00/2-IIIE
Information from Fördergemeinschaft Gutes Licht

Fördergemeinschaft Gutes
Licht (FGL) provides infor-
mation on the advantages
of good lighting and offers
Lighting with
Artificial Light 1 Good Lighting for Schools and
Educational Establishments 2 Good Lighting for Safety on
Roads, Paths and Squares 3 Good Lighting for Offices
and Office Buildings 4
extensive material dealing
with every aspect of artifi-
cial lighting and its correct
usage. FGL information
is impartial and based
on current DIN standards
and VDE stipulations.

Information on Lighting
Applications
The booklets 1 to 16 in this
series of publications are
designed to help anyone
who becomes involved
Good Lighting for
Trade and Industry 5 Good Lighting for
Sales and Presentation 6 Good Lighting for
Health Care Premises 7 Good Lighting for
Sports and Leisure Facilities 8
with lighting - planners,
decision-makers, inves-
tors - to acquire a basic
knowledge of the subject.
This facilitates cooperation
with lighting and electrical
specialists. The lighting
information contained in
all these booklets is of a
general nature.

Lichtforum
Lichtforum is a special- Prestige Lighting
9 Notbeleuchtung
Sicherheitsbeleuchtung 10 Good Lighting for
Hotels and Restaurants 11 Lighting Quality
with Electronics 12
ist periodical devoted to
topical lighting issues and
trends. It is published at ir-
regular intervals.

www.licht.de
FGL is also on the Internet.
Its website

www.licht.de

offers tips on correct

lighting for a variety of
domestic and commercial
Good Lighting for Local
authority Buildings and Amenities 13 Ideen für Gutes Licht
zum Wohnen 14 Gutes Licht
am Haus und im Garten 15 Urban image lighting 16
“lighting situations“. Expla-
nations of technical terms
are available in an online
database. Product groups
which figure in the lighting
situations are linked to a
“product/manufacturer“
matrix, where they are
further linked to FGL mem-
bers. Other site features Booklets 13 and
include specimen pages 15 are out of print
of FGL print publications
and hotlinks.

49
Information
on Lighting Applications
Booklet 2

Good Lighting for Schools and

Educational Establishments