Daylighting science: A brief survey and suggestions for inclusion in the architectural curriculum

Daylight has always been a key consideration for architects, albeit one where the skills for e ecting good daylighting design were more art than science. Until recently however daylight was something of a `Cinderella' discipline as far as the wider building engineering community were concerned. That is, generally well-regarded, but not taken too seriously. That has has changed in the last decade or so with a deeper understanding of the bene ts to occupants provided by a well-daylit environment. New methods of quantifying and evaluating the daylighting provision of a space has led to a reconsideration of the way that daylighting science is taught to architecture students. This article is intended to contribute to that discourse