Light in between : daylight as a missing spatial tool within transitional educational environments

Sammanfattning

This thesis investigates how daylight can function as a non-verbal language within the interstices of educational environments. These interstices, like corridors, hallways, staircases, are often considered transitional spaces, yet they play a significant role in shaping everyday educational experiences. Through the analysis of three case studies, this research explores how daylighting conditions can influence perception, movement and informal learning in schools. The study examines recurring patterns, their underlying principles, and the ways in which they are implemented. The analysis is structured across three scales of patterns: the macro scale, adressing daylight as a structuring element; the micro scale, focusing on circulation and movement; and the social scale, exploring space appropriation and informal learning. Ultimately, this thesis highlights the relationships between pedagogical practices and architectural lighting strategies, considering space not merely as a container, but as an active actor in the educational project.