FACULTY OF ARCHITECTURE.

(EFFICIENT NATURAL DAYLIGHTING IN

INSTITUTIONAL BUILDINGS)

UNIVERSITY OF JOS

BY

IBEGBUNAM NDUBUISI DAVID

UJ/2018/PGEV/0059

A THESIS SUBMITTED TO THE DEPARTMENT OF ARCHITECTURE, FACULTY

OF ENVIRONMENTAL SCIENCES, UNIVERSITY OF JOS IN PARTIAL

FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF

MASTER OF SCIENCE (MSc) IN ARCHITECTURE

DEPARTMENT OF ARCHITECTURE, FACULTY OF ENVIRONMENTAL

SCIENCES, UNIVERSITY OF JOS, PLATEAU STATE NIGERIA.

 DECLARATION

The project titled “FACULTY OF ARCHITECTURE. (EFFICIENT DAYLIGHTING IN

INSTITUTIONAL BUILDINGS)” was carried out by IGBEGBUNAM NDUBISI DAVID

with matriculation number: UJ/2017/PGEV/0059 and that all literature cited including images

were fully documented and indicated in references.

........................................... .................................
Ibegbunam Ndubuisi David Date

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 CERTIFICATION

This is to certify that the research work and the subsequent preparation of this thesis by

IBEGBUNAM NDUBUISI DAVID were carried out under my supervision.

........................................... .................................
Prof Uji Z. A. Date
Project Supervisor

........................................... .................................
Dr. Umaru A. Date
M.Sc II Coordinator

........................................... .................................
Dr. R. S. Lekjep Date
Head of Department

........................................... .................................
Prof. Dakul, Danaan Anthony Date
Dean, School of Postgraduate Studies

.......................................... .................................
External Examiner Date

iii
 DEDICATION

I dedicate this research to God Almighty for His grace and sustenance all through the research

process and to my parents, and my siblings for their love and support throughout this programme.

iv
 ACKNOWLEDGEMENT

I am filled with profound gratitude and appreciation for the unwavering support and inspiration

provided by countless individuals and organizations throughout the remarkable journey of my

master's thesis in the Department of Architecture, Faculty of Environmental Sciences at the

University of Jos. This significant work would not have been possible without the invaluable

contributions and assistance from each of them, leaving an indelible mark on this research.

First and foremost, I am indebted to my esteemed thesis supervisors, Professor Uji Z. A. and Arc.

Gideon K., whose steadfast guidance, encouragement, and expert insights have played a pivotal

role in shaping and refining this thesis. Their exceptional knowledge, constructive criticism, and

invaluable contributions have significantly added to its development. I am sincerely grateful for

their mentorship and the countless hours dedicated to nurturing my academic growth.

I extend my heartfelt appreciation to the faculty members and staff of the Department of

Architecture for their support, encouragement, and the creation of an intellectually stimulating

academic environment. Their commitment to excellence in teaching and research has been

instrumental in expanding my intellectual horizons and shaping my architectural perspective.

My gratitude extends to the University of Jos for providing me with the opportunity to pursue my

master's degree. The institution's abundant resources, excellent facilities, and vibrant academic

culture have greatly facilitated the completion of this research endeavor.

I am immensely grateful to the participants who generously volunteered their time and shared their

invaluable insights and experiences during the data collection process. Their willingness to engage

in meaningful discussions and provide honest feedback has immensely enriched the depth and

quality of this study.

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I would like to express my sincere appreciation to my friends and colleagues for their unwavering

support, encouragement, and understanding throughout the highs and lows of this research

undertaking. Their motivational words and the camaraderie we shared have been a constant source

of strength and inspiration.

To my loving family, I am deeply grateful for their unwavering support, understanding, and

patience. Their boundless love, encouragement, and unwavering belief in my abilities have been

the driving force behind my accomplishments. I am profoundly indebted to them for their

sacrifices and unending encouragement.

Lastly, I would like to acknowledge the diverse range of architectural practices, institutions, and

organizations that generously shared their knowledge and expertise. Their contributions, whether

through interviews, case studies, or granting access to architectural projects, have significantly

enriched the empirical foundation of this research.

To all those mentioned above and to those whose contributions may have inadvertently been

overlooked, please accept my sincere apologies. Your support, regardless of its magnitude, has

been instrumental in the successful completion of this thesis. Your unwavering belief in my

abilities and your unwavering dedication to the field of architecture have inspired me to strive for

excellence.

I extend my heartfelt gratitude to everyone who has been a part of this extraordinary journey. Your

collective efforts have made an invaluable difference and played an integral role in the

development of this thesis.

Thank you all from the bottom of my heart.

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 TABLE OF CONTENTS
DECLARATION .......................................................................................................................................... ii
CERTIFICATION ....................................................................................................................................... iii
DEDICATION ............................................................................................................................................. iv
ACKNOWLEDGEMENT ............................................................................................................................ v
TABLE OF CONTENTS ............................................................................................................................ vii
LIST OF FIGURES .................................................................................................................................... xii
LIST OF PLATES ......................................................................................................................................xiii
LIST OF TABLES ...................................................................................................................................... xv
ABSTRACT ................................................................................................................................................xvi
CHAPTER ONE ........................................................................................................................................... 1
1.0 INTRODUCTION .................................................................................................................................. 1
1.1 STUDY BACKGROUND ...................................................................................................................... 1
1.2 STATEMENT OF THE PROBLEM ...................................................................................................... 2
1.3 AIM AND OBJECTIVES....................................................................................................................... 3
1.4 JUSTIFICATION ................................................................................................................................... 3
1.5 ARCHITECTURAL SIGNIFICANCE................................................................................................... 4
1.6 SCOPE OF RESEARCH ........................................................................................................................ 4
CHAPTER TWO .......................................................................................................................................... 5
2.0 LITERATURE REVIEW ....................................................................................................................... 5
2.1 TODAY'S ARCHITECTURE ................................................................................................................ 5
2.2 TRAINING OF ARCHITECTS.............................................................................................................. 6
2.3 PROPOSALS BY THE ARCHITECTS REGISTRATION COUNCIL OF NIGERIA (ARCON) ....... 7
2.4 ARCHITECTURE SCHOOLS IN NIGERIA ........................................................................................ 7
2.4.1 Architecture Department .................................................................................................................... 12
2.4.2 Definitions.......................................................................................................................................... 12
2.4.3 Landscape Architecture Department .................................................................................................. 13
2.4.4 Interior Design Department ............................................................................................................... 13
2.4.5 Urban Design Department ................................................................................................................. 14
2.4.6 Architectural Engineering and Computing Department .................................................................... 14
2.5 LIGHT FROM NATURE ..................................................................................................................... 15
2.5.1 Natural Lighting Techniques ............................................................................................................. 15
2.6 THE ADVANTAGES OF NATURAL LIGHTING ............................................................................ 16

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2.7 NATURAL LIGHT IN BUILDINGS IN VARIOUS FORMS ............................................................ 17
2.8 DAYLIGHTING ................................................................................................................................... 17
2.9 DAYLIGHTING BENEFITS ............................................................................................................... 19
2.9.1 Energy Cost Savings .......................................................................................................................... 19
2.9.2 Improved Lighting ............................................................................................................................. 19
2.9.3 Relationship with Nature ................................................................................................................... 20
2.9.4 Better Health ...................................................................................................................................... 20
2.9.5 Education on the Environment ........................................................................................................... 20
2.9.6 Visual Requirements .......................................................................................................................... 21
2.9.7 Visual Discomfort and Glare ............................................................................................................. 21
2.9.8 Design of Daylighting ........................................................................................................................ 23
2.10 BUILDING DAYLIGHTING DESIGN STRATEGY ....................................................................... 24
2.10.1 Fenestrations and openings .............................................................................................................. 24
2.10.2 The Site's Building Orientation ........................................................................................................ 26
2.10.3 Solar Pipes ....................................................................................................................................... 26
2.10.4 Atriums ............................................................................................................................................ 27
2.10.5 Roof lights........................................................................................................................................ 28
2.10.6 Shelves for Lighting ......................................................................................................................... 29
CHAPTER THREE .................................................................................................................................... 30
3.0 RESEARCH METHODS ..................................................................................................................... 30
3.1 SOURCE AND TYPE OF DATA ........................................................................................................ 30
3.1.1 Primary data ....................................................................................................................................... 30
3.1.2 Secondary data ................................................................................................................................... 30
3.2 DATA COLLECTION ......................................................................................................................... 31
3.3 DATA ANALYSIS AND PRESENTATION ...................................................................................... 31
3.4 VARIABLES OF STUDY .................................................................................................................... 32
3.5 DATA PRESENTATION AND DISCUSSION ................................................................................... 32
3.6 CASE STUDY ONE: SCHOOL OF ARCHITECTURE & PLANNING THE MASSACHUSETTS
INSTITUTE OF TECHNOLOGY (MIT) ................................................................................................... 33
3.6.1 Department of Architecture ............................................................................................................... 35
3.6.2 Media Laboratory............................................................................................................................... 36
3.6.3 Urban Studies and Planning ............................................................................................................... 36
3.6.4 Center for Real Estate ........................................................................................................................ 37

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3.6.5 Deduction ........................................................................................................................................... 38
3.7 CASE STUDY TWO: MELBOURNE SCHOOL OF DESIGN, UNIVERSITY OF MELBOURNE
AUSTRALIA .............................................................................................................................................. 39
3.7.1 Departments ....................................................................................................................................... 40
3.7.2 Deduction ........................................................................................................................................... 41
3.8 CASE STUDY THREE: BAUHAUS SCHOOL OF DESIGN, DESSAU, GERMANY .................... 41
3.8.1 Merits and demerits of the building facility. ...................................................................................... 44
3.9 CASE STUDY FOUR: AHMADU BELLO UNIVERSITY, ZARIA ................................................. 48
3.9.1 Building Appraisal ............................................................................................................................. 50
CHAPTER FOUR ....................................................................................................................................... 55
4.0 STUDY AREA ..................................................................................................................................... 55
4.1 HISTORICAL BACKGROUND .......................................................................................................... 55
4.2 PEOPLE AND CULTURE OF PLATEAU STATE ............................................................................ 57
4.3 THE SITE ............................................................................................................................................. 57
4.4 SITE ANALYSIS ................................................................................................................................. 59
4.5 CLIMATE ............................................................................................................................................. 59
4.5 WIND.................................................................................................................................................... 61
4.5 RELATIVE HUMIDITY AND PRECIPITATION.............................................................................. 61
4.6 SUNSHINE AND RADIATION .......................................................................................................... 62
4.7 SITE VIEWS ........................................................................................................................................ 63
4.8 ACCESSIBILITY ................................................................................................................................. 64
4.9 TOPOGRAPHY AND SOIL ................................................................................................................ 64
4.10 VEGETATION ................................................................................................................................... 65
4.11 SERVICES.......................................................................................................................................... 65
4.12 DEVELOPMENTS AROUND THE SITE......................................................................................... 65
4.12 SITE ZONING .................................................................................................................................... 66
CHAPTER FIVE ........................................................................................................................................ 67
5.0 PRINCIPLE OF PLANNING ............................................................................................................... 67
5.1 ARCHITECTURAL PROBLEMS ....................................................................................................... 67
5.1.1 General Building Orientation ............................................................................................................. 67
5.1.2 Noise Control ..................................................................................................................................... 67
5.1.3 Daylighting ........................................................................................................................................ 67
5.1.4 Ventilation.......................................................................................................................................... 68

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5.1.5 Circulation.......................................................................................................................................... 68
5.1.6 Expansion........................................................................................................................................... 68
5.2 GENERAL DESIGN PLANNING AND CONSIDERATION ............................................................ 68
5.2.1 Designing the Site .............................................................................................................................. 68
5.2.2 Orientation ......................................................................................................................................... 69
5.2.3 Application of Daylighting ................................................................................................................ 70
5.2.4 Landscaping and Drainage ................................................................................................................. 70
5.2.5 Building Materials ............................................................................................................................. 70
5.2.6 Functional Relationship and Space configuration.............................................................................. 71
5.2.7 Zoning ................................................................................................................................................ 71
5.2.8 Circulation.......................................................................................................................................... 72
5.2.9 Maintenance ....................................................................................................................................... 72
5.2.10 Lighting (Artificial and Natural) ...................................................................................................... 72
CHAPTER SIX ........................................................................................................................................... 74
6.0 DESIGN PROGRAMMING, PLANNING AND DESIGN ................................................................. 74
6.1 DESIGN SCHEME ............................................................................................................................... 74
6.2 CLIENT AND FUNDING .................................................................................................................... 74
6.3 SCOPE OF THE PROJECT ................................................................................................................. 74
6.4 DESIGN APPROACH.......................................................................................................................... 75
6.5 SITE ZONING CONCEPT................................................................................................................... 75
6.6 LAYOUT PLANNING CONCEPT...................................................................................................... 76
6.7 SITE ZONING & STRUCTURE ......................................................................................................... 76
6.8 DESIGN CONCEPT ............................................................................................................................. 77
6.9 DESIGN STRUCTURE........................................................................................................................ 78
6.10 FUNCTIONAL SPACE ANALYIS ................................................................................................... 78
CHAPTER SEVEN .................................................................................................................................... 82
7.0 DESIGN REPORT................................................................................................................................ 82
7.1 DESIGN CONCEPT ............................................................................................................................. 82
7.2 CIRCULATION CONCEPT ................................................................................................................ 82
7.3 LIGHTING AND VENTILATION ...................................................................................................... 82
7.4 INTEGRATION OF DAYLIGHTING ................................................................................................. 83
7.4.1 Form ................................................................................................................................................... 83
7.4.2 Orientation ......................................................................................................................................... 83

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7.4.3 Courtyards .......................................................................................................................................... 84
7.4.4 Material .............................................................................................................................................. 84
7.5 DESIGN ACHIEVMENTS .................................................................................................................. 85
7.6 CONCLUSION ..................................................................................................................................... 86
7.7 RECOMMENDATIONS ...................................................................................................................... 87
REFERENCES ........................................................................................................................................... 88
APPENDIX ................................................................................................................................................. 95

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 LIST OF FIGURES

Figure 2. 1work disability caused by glare. Source: www.fsec.ucf.edu ....................................... 22

Figure 3. 1 Outline of the floors and levels for building 1 (Nambier, 2014)................................ 43
Figure 3. 2 Outline of the floors and levels for Building 2 ........................................................... 43
Figure 3. 3 Ground Floor Plan of Bauhaus school of design, Dessau, Germany. ....................... 45
Figure 3. 4 The access passages cuts across the campus with the administrative block bridging
over it (Nambier, 2014)................................................................................................................. 46
Figure 3. 5 Second Floor Plan of Bauhaus School of design, Dessau, Germany ........................ 47
Figure 3. 7 Schematic First Floor Plan of Department of Architecture, Ahmadu Bello University.
....................................................................................................................................................... 51
Figure 3. 6 Schematic Ground Floor Plan of Department of Architecture .................................. 51
Figure 3. 8 Vertical Building outline. ........................................................................................... 52
Figure 3. 9 Site Layout of the department .................................................................................... 53

Figure 4. 1 Map of Nigeria and Plateau State.............................................................................. 55

Figure 4. 2 Satellite Image of Site ................................................................................................ 58
Figure 4. 3 Master Plan of Unijos ................................................................................................ 58
Figure 4. 4 Proposed site for the faculty of Architecture ............................................................. 59
Figure 4. 5 Climatic Data for Jos Source: https://www.worldweatheronline.com/jos ................ 60
Figure 4. 6 Source: https://www.worldweatheronline.com/jos .................................................... 61
Figure 4. 7 Relative Humidity Chart of Jos 2018 Source: https://www.worlddata.info .............. 62
Figure 4. 8 Showing the sun path diagram of Jos 2000. Source: www.gaisma.com .................... 62

xii
 LIST OF PLATES

Plate 2. 1 Illustration of daylight in enclosed spaces. Source: www.washington.edu ................. 18

Plate 2. 2 Daylight improved space Source: www.wikipedia.com ............................................... 24
Plate 2. 3 Openings and fenestration, showing a daylight enhanced space Source:
https://www.google.com/url?sa .................................................................................................... 25
Plate 2. 4 building orientation for optimum energy Source: mcphersonhomeinspections.com ... 26
Plate 2. 5 Solar Tubes used to harvest daylight Source: https://www.google.com/url? .............. 27
Plate 2. 6 Atrium with 200 people exhibition space in London Source: www.1wimpolestreet.co.uk
....................................................................................................................................................... 28
Plate 2. 7 daylight strategy using skylight at numata elementary school Source:
www.arcdaily.com......................................................................................................................... 28
Plate 2. 8 light shelves,, showing how daylighting can be transmitted mechanically into closed
spaces Source: www.h-hmetals.com ............................................................................................. 29

Plate 3. 1 Plate 44: Front view, Massachusetts institute of technology (MIT) Source:
www.wuxihomemaster.com ........................................................................................................... 33
Plate 3. 2Plate 45: Ariel view, Massachusetts institute of technology (MIT) Source:
en.wikipedia.org ............................................................................................................................ 35
Plate 3. 3 Media art department, Massachusetts institute of technology (MIT) Source:
en.wikipedia.org ............................................................................................................................ 36
Plate 3. 4 Department of urban studies and planning Source: en.wikipedia.org ......................... 37
Plate 3. 5 Lecture hall MIT Source: en.wikipedia.org ................................................................ 38
Plate 3. 6 MIT sloan classroom Source: en.wikipedia.org ........................................................... 38
Plate 3. 7 Melbourne school of design Australia Source: https://msd.unimelb.edu.au/contac .... 40
Plate 3. 8 Modelling workshop Melbourne school of design Source:www.en.wikipedia.org ..... 40
Plate 3. 9 design studio of Melbourne school of design Source: www.en.wikipedia.org ............. 41
Plate 3. 10 Side of the building showing simple geometric shape that defines the Bahaus
principle for designing (Nambier, 2014) ...................................................................................... 42
Plate 3. 11 Building appearance from aerial point of view (Nambier, 2014). ............................. 46
Plate 3. 12 Building appearance from aerial point of view (Nambier,2014). .............................. 47
Plate 3. 13 A side of the facility meant to be experienced by walking around ............................. 48
Plate 3. 14 The building entrance into the main lobby (Nambier, 2014). .................................... 48
Plate 3. 15 Perspective view of the facility and environs (Field survey, 2019). ........................... 49
Plate 3. 16 Perspective view of the facility and environs ............................................................. 53
Plate 3. 17 Lobby on the first floor leading to the HOD’s office.................................................. 54
Plate 3. 18 Cross section of a lecture room showing luminance influx ........................................ 54

xiii
Plate 3. 19 Cross section of the covered walk way and parking lot. ............................................ 54

Plate 4. 1 Northern View showing a farm, expanse of land ......................................................... 63

Plate 4. 2 Southern View showing expanse of land and visiting professor’s lodge...................... 63
Plate 4. 3 Eastern View worship centers close to the site ............................................................ 64
Plate 4. 4 Western View showing expanse of land and residential buildings at a distance ......... 64

xiv
 LIST OF TABLES

Table 6. 1 Projected Student Population ...................................................................................... 80

Table 6. 2 Projected Staff Population ........................................................................................... 81

xv
 ABSTRACT

The presence of natural light plays a crucial role in educational environments, as it has been

demonstrated to stimulate the brain and keep it active. However, excessive daylight can result in

stress that hinders the learning process. This investigation aims to explore different approaches

to achieving daylighting in institutional buildings and to utilize natural light as the primary source

of illumination in key areas such as administrative buildings, lecture halls, and classrooms. This

will lead to improved productivity and decreased energy consumption for lighting.

With the recent approval from the National Universities Commission (NUC) for the upgrade of

architecture from a departmental to faculty level, it is imperative to design a faculty of architecture

at the University of Jos with a focus on efficient daylighting in institutional buildings. This

approach will provide significant psychological benefits for students and building occupants alike,

and also establish the architecture department as an independent faculty that fosters interaction

and the exchange of ideas between students, lecturers, and practicing architects. Additionally, this

project will examine the standards and challenges faced by other faculties of architecture

worldwide, such as the School of Architecture & Planning at the Massachusetts Institute of

Technology (MIT), the Melbourne School of Design in Australia (MSD), the Bauhaus School of

Design in Germany (BSD), and the Department of Architecture at Ahmadu Bello University in

Zaria.

The study will delve into the design purpose of the faculty of architecture, evaluating criteria for

achieving efficient daylighting. The project will recommend the use of courtyards, atriums, large

windows, light shelves, and solar tubes to maximize natural light within the building.

xvi
 CHAPTER ONE

1.0 INTRODUCTION

1.1 STUDY BACKGROUND

According to the architectural world, architecture has been made to answer the needs of society

since the beginning of Egyptian civilization to this day, while it also reflects the socio-cultural

inclination of building materials technology. As a result of the above-mentioned fundamental

viewpoint, four distinct types of training for student architects emerged: academic, craft,

technological, and sociological.

According to (Adegboye, 2018), the study of architecture in Nigeria received a boost in April

2018, when the National Universities Commission NUC approved the request by the Architects

Registration Council of Nigeria, ARCON, to upgrade the study of architecture from departmental

to faculty level. "History experience shows that education must be a process, not only of

individualization but also of integration, which is the reconciliation of individual uniqueness with

social unity," writes Peter A (2001).

The school of architecture is always formed on philosophy based on design sequences that depend

on perceptions, understanding, and rational interpretation of the issues drawn upon the framework

of values and design. It was correctly stated in the introductory chapter of the Beaux-arts tradition

in French architecture that since the seventeenth century, architecture has been approached from

four fundamentally different points of view: The Academic Architect, the builder craftsman, the

civil engineer and other technological experts, and, in relevant years, the social scientist.

The architecture faculty will produce architects with creative minds that are conditioned by rational

thinking, initiative, spatial organization ability, and effective communication. To function

successfully, architecture should be guided by some fundamental psyche functions such as

1
sensation, thinking, feeling, and judging, with architecture faculty providing students and lecturers

with stimuli of its characteristic nature.

"Architecture is the masterly, correct, and magnificent play of volumes brought together in light,"

he says, emphasizing that "architecture's history is the history of struggle for light." Nick Baker

(2014). Daylighting is the controlled admittance of natural light, direct sunlight, and diffused

natural light into a building in order to reduce electric lighting and save energy; this is

accomplished by providing a direct connection to the dynamic and ever-changing patterns of

outdoor illumination (Ander, 2016).

It can make a welcome and dynamic contribution to the human experience in educational

buildings, and as recent studies on schools have shown, it can have an impact on human

performance (Heshong Mahone Group 1999 a & b). Most people value daylight and the outside

view that windows provide.

1.2 STATEMENT OF THE PROBLEM

Most learning spaces in Nigeria are designed with the primary goal of creating large spaces with

the capacity to accommodate a large number of students, with little or no consideration given to

daylighting, which research has shown to be very important in learning spaces, Lindh (2012). The

University of Jos is no exception, as there is no well-organized scheme for the architecture

department, which severely limits creativity.

Because there are many branches of architecture in developed countries, architecture schools act

monolithically, in contrast to Nigeria, where most architecture departments are integrated or

affiliated with the Faculty of Environmental Science.

2
1.3 AIM AND OBJECTIVES

The aim of this study is to propose a design of a faculty of architecture complex for the University

of Jos with components that accommodate daylighting within its learning spaces.

1. Recognize the various methods used to achieve daylighting in institutional buildings.

2. To create a welcoming academic environment that encourages learning.

3. To evaluate building orientation in order to maximize daylighting.

4. Carefully design and position openings and daylighting components to effectively harness

daylight while also controlling glare.

5. Identify materials and colors for interior finishes to achieve good reflection for daylighting

optimization.

1.4 JUSTIFICATION

Following the deliberate effort of the National University Commission (NUC) in authorizing the

study of Architecture from a Department to a Faculty, there is significant interest in the

Architectural education sector (Kingsley, 2018). The study of architecture has now been elevated

to the faculty level. The design of the Faculty of Architecture with efficient daylighting is

significant and remarkable. To take full advantage of the available opportunities for promoting

sound architectural education in a built environment that facilitates the learning process.

The proposed iconic edifice is to be sited at the university of jos permanent site jos, and this is due

to careful consideration of factors such as zoning on the university master plan, proximity to other

campus facilities that may include: (school library, students’ hostel, cafeteria, worship centers

etc.), accessibility, views, services etc.

3
1.5 ARCHITECTURAL SIGNIFICANCE

This research project aims to create a facility with architectural presence, a sturdy and functional

structure, and an atmosphere that will serve as a physical model for Nigerian institutions as well

as a landmark at the University of Jos. Instead of being high-tech or resorting to an active approach

of integrating daylighting, the daylighting approach to the design shall be different from the usual

concepts by giving due consideration to the nature and attitudes of the users (both staff and

students) in responding to the identified daylighting demands, by adopting a workable, reliable,

and sustainable one.

1.6 SCOPE OF RESEARCH

The scope of this study will cover an in-depth review of literature on themes relating to daylighting

and the modalities involved in an architecture faulty. Case studies will form a relevant part of the

study observe key elements that can be adopted in the proposal that will be made thereof in the

design section. Conclusions and recommendations will be drawn from the extensive work done in

the study.

4
 CHAPTER TWO

2.0 LITERATURE REVIEW

(Uji, 2010) described architecture as the systems through which man mediates in the natural

environment and restructures or modifies the physical environment with the end goal of defending

himself from the components, while he does his trainings that help him meet natural, social, and

physical needs.

Thus, architecture studies the association of spaces and the fenced in area, designation or design

of such spaces with plans, standards, values, or sociocultural and socio-physiological

characteristics of individuals, with the end goal of making interior or exterior spaces for the obliged

utilization of man as conceived. (Ching, 2014)

As a result, architecture is more than just the design of structures; it is also understanding what the

structure is for, who will use it, how the structure works, and how it will be appropriate in the

surrounding or environment as it responds to new challenges such as environmental sustainability,

technological advancement, and changing human inhabitation needs.

2.1 TODAY'S ARCHITECTURE

Since the 1980s, as the complexity of structures increased in relation to structural systems, energy,

services, and technologies, architecture study has become multi-disciplinary, with specialties for

each development type, technical knowledge, or project delivery procedures. As a result, there is

a better separation of the 'design' architect from the 'project' architect, who certifies that the project

meets the required standards and deals with liability issues. The preliminary procedures for the

design of any large building project have become increasingly complex, necessitating preliminary

research into issues such as sustainability, quality, cost, durability, and compliance with local laws.

5
A large structure can no longer be designed by a single architect but must be the collaborative

work of many architects on the building team. Modernism and Postmodernism have been criticized

by some members of the architectural profession, who believe that successful architecture is not a

private, philosophical, or aesthetic pursuit by individualists, but rather must consider daily needs

of people and use technology to create livable environments, with the design procedure informed

by studies of environmental, behavioral, and social sciences.

Environmental sustainability has become a common issue, with a significant impact on the

architectural profession. Passive solar building design, green roof designs, biodegradable

materials, and increased attention to a building's energy usage are all examples of this. This

significant change in architecture has also influenced architecture schools to place a greater

emphasis on the environment. The number of structures attempting to meet green building

sustainable design principles has increased. Sustainable practices that were central to vernacular

architecture gradually inspire environmentally and socially sustainable contemporary techniques.

Recent movements such as New Urbanism, metaphoric architecture, and New Classical

Architecture advocate for a more sustainable approach to construction that values and improves

smart growth, architectural tradition, and classical design. Glass curtain walls, which were a

symbol of ultra-modern urban design in many countries, appeared even in developing countries

such as Nigeria, where international styles had been characterized since the mid-twentieth century,

owing primarily to the leanings of foreign-trained architects.

2.2 TRAINING OF ARCHITECTS

Amaele (2003) summarizes that the scholarly attitude of preparing architects and designers

considering the consistent course of action of parts of a building with basic certainty, and

masterminding them so as to secure dependably the most wonderful formal progression of interior
6
spaces was initially fundamental to the Beaux-Arts convention. Initially, the foundation was a talk

gathering of the most well-known architects and specialists of the time.

As a result, steps should be taken to ensure that architecture students have excellent facilities such

as (academic and recreational) to ensure that their studies are professionally sound.

2.3 PROPOSALS BY THE ARCHITECTS REGISTRATION COUNCIL OF NIGERIA

(ARCON)

The Architects Registration Council of Nigeria (ARCON) has developed a strategic plan for

architecture as a profession with the goal of expanding the sphere of influence, having a greater

impact on society, and improving the perceived roles and attitudes of architects by separating

architecture departments from any affiliated schools, allowing for specialization of the profession.

The profession of architecture has been described as a dying profession that requires drastic action

to survive (Stevens,2005). This is due to a lack of understanding of architectural practices, which

has hampered the development of the architecture profession and even inhibits the study of

architecture to its full capacity, given the breadth of architecture. In contrast to the Royal Institute

of British Architects in the United Kingdom, which achieved a similar goal in 2005, (White, 2005).

2.4 ARCHITECTURE SCHOOLS IN NIGERIA

In 1952, the College of Technology in Ibadan established a school of architecture. The school was

relocated from Ibadan to Zaria in 1955, where it remains to this day. Until 1969, the Zaria direction

project was modeled after the Royal Institute of British Architects (RIBA) example of building

instruction (Amaele, 2003).

7
The school was founded at a time when architectural education in Europe was in crisis, and it

became increasingly difficult to determine the educational goals of the new department of

architecture. However, it was clear that there was no genuine expectation behind the goals to

prepare architects to the expert level. In the best-case scenario, the graduates would work as

specialized officers in border offices. The crisis in architectural education in Europe prompted the

Oxford meeting in 1958, which sought to disprove the previously held belief that architecture was

not a calling that could be taught. Engineering knowledge and expertise were obtained through

explained student age, night classes, and correspondence classes with roots in the Beaux-Art

Revolution and the flood of social movements that characterized the post-war years.

As a result, the Oxford meeting completed the part-time training and compared architecture as a

commonly university discipline. The section requirements were raised above traditional level

passes to include two advanced level passes, ideally in arithmetic and material science, or in any

combination of "A" level and "O" level subjects as requested by individual universities. The

recently granted recognition program was rebuilt to appear to mirror the training substance of the

new degree project to be carried out. The graduates of this project received a Bachelor of

Architecture degree as well as exclusion from the Parts I and II R.I.B.A. Finals. The first generation

of Nigerian architects were born during the 1960/61 session. On the other hand, there was growing

skepticism about the RIBA's role in what should be a self-governing college.

Toward the end of the 1968/69 session, the Nigerian Institute of Architects (N.I.A.) was separated

and supplanted by the RIBA in its expert field, and as a result, the instructive plans were rebuilt to

meet the nation's requests. Today, ABU Zaria's architecture department graduates a large number

of architectural students each year, with 6070 students graduating each year (Ogunu, 2004). The

educational program is being upgraded year after year to meet the changing needs of both students

8
and the general public. The school has grown to include architecture, urban/regional planning,

estate management, surveying, and building under the faculty of environmental studies. In 1966,

the University of Nigeria, Enugu Campus followed suit with an initial enrollment of six students,

which quickly grew to 250 students following the civil war (Ogunu, 2004). They now have an

environmental studies faculty as well as architecture, estate management, and surveying.

Architecture studies at the University of Lagos began in 1972. Obafemi Awolowo University

(OAU) and the University of Jos followed suit. At the moment, the faculty of environmental

studies serves as a catch-all for those departments.

1. Ahmadu Bello University, Zaria

2. Ambrose Alli University, Ekpoma

3. Caleb University, Imota, Ikorodu Lagos

4. Covenant University, Ota

5. Enugu State University of Technology, Enugu

6. Federal University of Technology, Akure

7. Federal University of Technology, Minna

8. Imo State University, Owerri

9. Joseph Ayo Babalola University, Ikeji Arakeji

10. Ladoke Akintola University of Technology, Ogbomosho

11. Nnamdi Azikiwe University, Akwa

12. Obafemi Awolowo University, Ile-Ife

9
13. University of Jos, Jos

14. University of Lagos, Lagos

15. University of Nigeria, Nsukka

16. Bayero University, Kano

17. Caritas University, Enugu

18. Crescent University, Abeokuta

19. Federal University Birnin-Kebbi

20. Federal University of Technology, Owerri

21. Lead City University, Ibadan

22. University of Ilorin, Ilorin

23. Bells University of Technology, Ota

24. Chukwuemeka Odumegwu Ojukwu University, Ulli

25. Cross River University of Technology, Calabar

26. River State University, Portharcourt

27. University of Uyo, Uyo

28. Olabisi Onabanjo University, Ago-Iwoye

29. Godfrey Okoye University, Enugu

30. Kaduna State University, Kafachan

10
 31. University of Benin, Benin City

Schools of Architecture in most of the universities in the world encompass this associated

departments:

a. Department of Architecture

b. Department of Landscape Architecture

c. Department of Urban Design.

d. Department of Interior Design.

e. Department of Industrial design

The project is the design of faculty of architecture (Efficient day Lighting) University of Jos. The

building will have the following Departments:

I Department of Architecture

II Department of Landscape Architecture

III Department of Interior Design

IV Department of Urban Design

V Department of Architectural engineering and Computing

11
2.4.1 Architecture Department

Architecture is both the procedure and the result of designing, planning, and building buildings or

other structures. Architectural works in the physical form of buildings are frequently perceived as

cultural symbols and works of art. Architectural achievements from historical civilizations are

frequently used to identify them.

2.4.2 Definitions

i. Architecture (Latin architectura, from the Greek arkhitekton "architect," from "chief" and

"creator") is both the process and the result of planning, designing, and building buildings

and other physical structures.

ii. A broad term for buildings and other physical structures.

iii. Building design is the art and science of designing buildings and (some) non-building

structures.

iv. The design and construction method of buildings and other physical structures.

v. A form or structure that unifies or is coherent.

vi. Understanding of the arts, science, technology, and humanity.

vii. The architect's design activity, from the macro-level (urban design, landscape architecture)

to the micro-level (construction details and furniture). The practice of architecture, where

architecture refers to the provision of professional services in connection with the design

and construction of buildings or built environments.

12
2.4.3 Landscape Architecture Department

Landscape architecture is the design of outdoor areas, landmarks, and structures to achieve

environmental, social-behavioral, or aesthetically pleasing results. It entails conducting a

systematic investigation of existing social, ecological, and soil conditions and processes in the

landscape, as well as designing interventions that will achieve the desired result. Landscape design,

site planning, storm water management, erosion control, environmental restoration, parks and

recreation planning, visual resource management, green infrastructure planning and provision, and

private estate and residence landscape master planning and design are all included in the scope of

the profession at varying scales of design, planning, and management. A landscape architect is

someone who works in the field of landscape architecture.

2.4.4 Interior Design Department

Interior design is the art and science of improving the interior of a building in order to create a

healthier and more aesthetically pleasing environment for those who use it. A person who plans,

researches, coordinates, and manages such projects is known as an interior designer. Interior

design is a multifaceted profession that entails conceptualization, space planning, site inspections,

programming, research, communicating with project stakeholders, construction management, and

design execution.

Designers and decorators of interiors

The art and science of understanding people's behavior in order to create functional spaces within

a building is known as interior design. The furnishing or adornment of a space with fashionable or

beautiful items is known as decoration. In short, interior designers can decorate but do not design.

13
2.4.5 Urban Design Department

The process of designing and shaping the physical features of cities, towns, and villages is known

as urban design. Unlike architecture, which focuses on the design of individual buildings, urban

design is concerned with the larger scale of groups of buildings, streets and public spaces, entire

neighbourhoods and districts, and entire cities, with the goal of making urban areas functional,

attractive, and sustainable.

Landscape architecture, urban planning, architecture, civil engineering, and municipal engineering

are all used in urban design, which is an inter-disciplinary field that combines elements from many

built environment professions. Urban design is commonly practiced by professionals from all of

these disciplines. Different sub-subfields of urban design have emerged in recent years, such as

strategic urban design, landscape urbanism, and water-sensitive urban design.

2.4.6 Architectural Engineering and Computing Department

The practice of architecture includes planning, designing, and supervising the construction of a

building, and architecture is referred to as "architectural engineering" as a profession that provides

architectural services. When compared to other engineering disciplines, what distinguishes

architectural engineering from architecture (architect) as a separate and single, integrated field of

study is its multi-disciplinary engineering approach. The field seeks to integrate building systems

within its overall building design through architectural training and appreciation. Architectural

engineering encompasses the design of building systems such as HVAC, plumbing, fire protection,

electrical, lighting, architectural acoustics, and structural systems. Students in some university

programs are required to specialize in one of the systems; in others, they can receive a generalist

architectural education.

14
2.5 LIGHT FROM NATURE

Natural light is light emitted by the sun. It contrasts with artificial light, which is emitted by light

bulbs, fireplaces, and other man-made fixtures found in homes (Philips, 2004). Natural lighting is

frequently bright enough to allow people to avoid turning on artificial lighting sources during the

day, thereby reducing energy consumption in the home. While windows are the most common

source of natural light, sunroofs or skylights are occasionally installed in ceilings to allow in

natural light. Some homeowners appreciate natural lighting because it connects them to nature,

and some use it as an alarm clock (Derek & Annette, 2004).

According to scientific evidence, people subconsciously seek out sunlit areas and enjoy spending

time in natural light. Spending time in areas with a lot of natural light has also been shown to have

real benefits, according to research. Natural lighting has numerous advantages that can affect a

person's health, the environment, and energy consumption (Viola, James, Schlangen, & Dijk,

2008).

2.5.1 Natural Lighting Techniques

Window orientation to maximize the benefits of natural lighting: This strategy aims to maximize

the benefits of natural lighting by utilizing sunlight through the size and location of windows.

Natural lighting is the capture of diffused light without sacrificing comfort or function. Depending

on the nature of the room, this strategy also improves light quality. Natural lighting has some

drawbacks, including lower insulation value and good views. However, by using roof overhangs

and avoiding placing windows on the east and west sides of the structure, these inconveniences

can be reduced (Greg and Ander, 2001).

15
Application Of Clerestories: This strategy has long been used in Egyptian architecture. A

clerestory is a portion of the roof with a windowed section. This ancient natural lighting strategy

is appropriate for open-plan homes with ceilings that follow the roof line (Greg, 2001).

Consider Skylights: While this natural lighting strategy is viewed as a potential source of excess

heat gain as well as heat loss in the winter, proper installation can mitigate these drawbacks while

enhancing its main benefits. Translucent glazing can potentially reduce glare, and double glazing

should be used as little as possible. Tubular skylights are a type of skylight that helps to provide

natural lighting in areas where windows are not possible due to elevation or the layout of the room.

Tubular skylights make use of roof-mounted light collectors that can reflect light into a metal or

plastic tube, which then directs the diffused light.

Choose Retractable Awnings: This strategy addresses the issue of controlling the intensity of

natural lighting. Other light-diffusing strategies in windows, such as tinting, blinds, and fixed

awnings, pale in comparison to retractable awnings. It reduces heat gain during the summer and

provides insulation during the winter (Greg & Ander, 2001).

Light Shelves And Large Window Coverings: The emphasis here is on bouncing light from

direct light sources, reducing intensity while distributing light to areas where it would otherwise

be unable to reach (Greg & Ander, 2001).

2.6 THE ADVANTAGES OF NATURAL LIGHTING

Natural lighting, typically from the sun, has the following advantages:

a. Improved visual appeal in interiors.

b. Natural lighting is abundant, renewable, and carbon neutral.

16
c. The light is flicker-free and has a high Color Rendition Index (CRI), which is ideal for human

health and performance.

d. Reduced energy consumption e. Adequate Vitamin D intake

f. Improved performance as a result of a change in the working environment

g. Natural lighting improves safety, productivity, and stress relief.

2.7 NATURAL LIGHT IN BUILDINGS IN VARIOUS FORMS

To make effective use of natural light, first determine its availability. The climatic conditions

determine the quantity and quality of light available for illumination in the building (Reinhart,

2006). Natural light comes in three varieties:

a) Daylight: diffused light passing through clouds or partially cloudy skies b) Sunlight: direct beam

sunlight passing through clear or partly cloudy skies c) Reflective Light: light reflected from

natural and man-made surfaces

2.8 DAYLIGHTING

Daylighting is the foundation of sustainable, high-performance school design. It provides light to

see the work environment, a natural rhythm that determines the cycles of days and seasons, and

biological stimulation for hormones that regulate body systems and moods, affecting individuals

on both conscious and subconscious levels. Furthermore, it allows for natural ventilation and,

when properly integrated with the electric lighting system, can provide significant energy savings.

These benefits of daylighting translate into improved academic performance. According to recent

research, children achieve significantly higher test scores in daylit classrooms than in those that

17
are not,1 making daylighting one of the best building-related investments for the learning

environment (Manuel, 2002).

The use of natural light to provide illumination in buildings during the day is known as daylighting.

Historically, daylight was the dominant source of illumination both indoors and outdoors, but as

behavioral patterns shifted in favor of indoor work environments and the efficiency of artificial

light fittings increased, so did the use of daylight. The window, which is simply an opening in the

building fabric at its most basic, has been the primary historical daylighting device. (Joel, 2003)

In theory, daylighting can be distributed to interior spaces through side, top, or a combination of

the two openings. Building type, height, aspect ratio and massing, dominant climatic conditions,

site obstructions, adjacent buildings, and other factors frequently influence strategy selection.

Plate 2. 1 Illustration of daylight in enclosed spaces. Source: www.washington.edu

18
2.9 DAYLIGHTING BENEFITS

There are several benefits to using daylight in schools:

Academic Performance Studies show that well-designed daylighting is associated with improved

student performance, as evidenced by 13 percent to 26 percent higher scores on standardized tests,

whereas poorly designed daylighting is associated with decreased student performance.

It stands to reason that students and teachers perform better in stimulating, well-lit settings.

Daylighting can provide high-quality lighting, eye-catching views, and an important

communication link between the classroom and adjacent areas.

2.9.1 Energy Cost Savings

When electric lights are turned off or dimmed when daylight is abundant, daylighting can save

energy and reduce peak electricity demand. K-12 schools in the United States spend more than $6

billion on energy each year. For most school buildings, electric lights are the largest energy

consumer. In California, for example, electric lighting accounts for roughly 40% of total school

building energy consumption. Daylighting, on the other hand, saves no energy unless the electric

lighting system is properly controlled. To be effective, daylighting must be carefully planned to

avoid glare and overheating, and it must include dimming or switching of the electric lighting

system, preferably with automatic photocell control. The chapter on electric lighting covers the

design of systems for supplementary electric lighting and controls.

2.9.2 Improved Lighting

Daylight is the most effective light source for visual tasks. It improves the color and visual

appearance of objects and allows students to see finer details.

19
2.9.3 Relationship with Nature

Daylight connects us to the natural world by providing information on the time of day, season, and

weather conditions. As a result, it enriches the learning environment and may aid in making lessons

more memorable. The constant variation in the quality and quantity of daylight also aids in keeping

students and faculty alert.

2.9.4 Better Health

Windows' views contribute to eye health by allowing for frequent changes in focal distance, which

aids in the relaxation of eye muscles. Daylight, whether or not it is associated with a view, may

also reduce stress in both students and teachers. Work in classrooms without daylight "may upset

the basic hormone pattern, which in turn may influence the children's ability to concentrate or

cooperate, and may eventually have an impact on annual body growth and sick leave," according

to Swedish research.

2.9.5 Education on the Environment

Windows and solar gain through windows can provide opportunities to teach students about how

the sun moves through the sky and how daylight can be controlled through the use of carefully

designed overhangs and other shading devices. As students plot the movement of the sun on a

sundial or across a schoolyard wall, these observations can be used as part of an experiential

learning unit for environmental education. Control of electric light in response to daylight may

also be one of the "treasures" discovered in the Energy Treasure Hunt, a pilot program in several

Northern California schools (sponsored by the US Department of Energy's Rebuild America, the

20
US Environmental Protection Agency, Pacific Gas & Electric Company, and others) to educate

students about energy and efficiency issues.

2.9.6 Visual Requirements

It should be clear that no single lighting condition is appropriate for all visual tasks. Conscious

effort must be made to create appropriate lighting conditions that are suitable for various visual

tasks performed in a space and that equally meet the needs of all users of the space (DEICBB,

2014). (illumination of the surroundings). Peripheral vision contributes to our impression of our

surroundings – space dimensions and shape, ambience, materials, and light distribution. This is

supported during the design phase by appropriate window placement and sizing to achieve an

intelligent balance between the intensity of light, its location, and direction. So the visual

requirement varies from individual to individual, space to space, and environment to environment,

but in general, a good visual provision is capable of adequately addressing all of the problems

associated with glare from every light source in a space. According to Boyce et al. (2003), a proper

daylighting design will provide very generous amounts of glare-free light; a poor daylighting

design, on the other hand, will provide either insufficient amounts of light - so that electric lighting

must be used frequently - or large amounts of light with glare. Daylight has a wide range of effects

on humans that extend well beyond our need for vision. This is often referred to as light's non-

visual effects.

2.9.7 Visual Discomfort and Glare

Glare is a type of visual 'noise' that interferes with the perception of what is meant to be seen. The

CIE (1983) defines glare as "the condition of vision in which there is discomfort or a reduction in

the ability to see details or objects, or both, due to an inappropriate distribution or range of

21
luminance or to extreme contrast in space or time." Glare could be defined further as "visual

conditions in which there is excessive contrast or an inappropriate distribution of light sources that

disturbs the observer or limits the ability to distinguish details and objects" (CIE, 2002). Glare and

visual discomfort in event centers are not always caused by natural light sources, but can also be

caused by artificial light sources used in interior spaces in an effort by event organizers and lighting

designers to make the event more colorful. There are unquestionably events that take place at night

or during periods of the day when daylight is no longer available; this artificial lighting effect may

be used justifiably. However, not all events require the colorful lighting displays to live up to their

expectations. In many cases, where these artificial lightings are used to create colorful effects

during a daytime event, the effects are generally disliked by audiences due to the visual discomfort

they experience when their eyes come into contact with the light.

According to the above definition, there are two types of glare: disability glare and discomfort

glare. Disability glare reduces object visibility; a person who is experiencing disability glare

usually

Figure 2. 1 Work disability caused by glare. Source: www.fsec.ucf.edu

22
squints or averts his gaze (IESNA, 2000). As the name implies, discomfort glare causes discomfort

without impairing visual performance. This type of glare occurs when the luminance of the visual

field varies, causing the central and peripheral visual fields to diverge (Matusiak, 1998). Typical

examples of dis ability glare are in outdoor scenes with full sunlight and on the road at night with

lights from opposing vehicles, whereas dis comfort glare is more related to indoor environments

and thus receives more attention in research. The most common type of glare in event centers is

discomfort glare. Because of the way artificial light effects vary in intensity, this is a common

phenomenon in event centers.

2.9.8 Design of Daylighting

Depending on the type of building and its location, the collection of daylight into interior spaces

of buildings can have different parameters and may necessitate a different approach (both locally

and globally). When designing a well-daylit indoor space, some major factors to consider include

the climate of the area, the function, the urban density surrounding the building, the dimension and

physical characteristics of the interior space, and the operational hours of the space.

According to Kolas (2013), the two advantages of increased daylight distribution are:

i. Greater potential for energy savings by reducing the need for electric lighting ii. Better lighting

and visual comfort for building occupants.

23
 Plate 2. 2 Daylight improved space Source: www.wikipedia.com

2.10 BUILDING DAYLIGHTING DESIGN STRATEGY

With the numerous technological and innovative means available, there are numerous ways to

bring daylight into an indoor space. This section of this research focuses on the various methods

of incorporating daylight into the interiors of public buildings, particularly event centers.

2.10.1 Fenestrations and openings

Fenestrations are holes and openings in the walls, sides, or roofs of buildings. The main purpose

of the opening is to admit daylight into indoor spaces and then connect the view to the exterior

environment. (Phillips, 2004) Glass block walls, for example, can be used to create a very dramatic

lighting effect in the interior spaces. It can also allow sunlight into a room while providing just

enough distortion to maintain privacy.

Another important factor that influences the amount of daylight received into an indoor space by

an opening or fenestration is the shape of the windows. Other examples include skylights and

atriums. According to Millet (cited in Gill, 2006), "the window is a major component of the'spatial

24
record' between inside and outside." It determines the sense of separation from or connection to

the outside based on its size relative to the solid wall." Bean (2004) discusses the perception of

openings that allow natural light into space, and then claims that openings allow the occupants to

look outside, which is a major factor in their level of satisfaction. Phillips (2004) distinguished

two types of openings in buildings: those set ting on the side walls, known as vertical openings,

and those set ting on the roof parts of the building, known as roof lights. He went on to say that

the vertical openings play an important role in bringing a large amount of daylight into space, but

in large buildings, it is roof openings that allow natural light to enter the building's core.

Plate 2. 3 Openings and fenestration, showing a daylight enhanced space Source:

https://www.google.com/url?sa

25
2.10.2 The Site's Building Orientation

The location of the building on the site, as well as the orientation of the building on the site, are

critical factors to consider in building design. The building must be placed or oriented on the site

in such a way that every space that requires light receives adequate natural light. The manner in

which building facades are oriented is one of the key elements for many passive daylighting design

strategies. A building's orientation determines the quantity of solar radiation it receives.

Plate 2. 4 building orientation for optimum energy Source: mcphersonhomeinspections.com

2.10.3 Solar Pipes

Solar Pipes or light tubes are tubes or pi pes used to transmit daylight into deep interior spaces in

a building. The interiors of these tubes are made of reflective materials or optical fiber, which aids

in the bounce of light rays, allowing them to be reflected in the interior spaces. To guide light rays
26
through a building, a light tube employs highly reflective material or plastic optical fiber. Because

light tubes have a significantly smaller surface area than other daylighting systems such as sky

lights, they do not allow as much heat transfer (Lawrence, 2012).

Plate 2. 5 Solar Tubes used to harvest daylight Source:

https://www.google.com/url?

2.10.4 Atriums

Atriums are complex daylighting systems whose performance is determined by their orientation

and geometry, the properties of their walls and floor surfaces, as well as the nature of their roof

and glazing. The amount of direct daylight reaching the floors and wide areas of a space is heavily

influenced by the size and proportions of the atrium. The design of the atrium walls has a

significant impact on the distribution of light across adjoining atrium spaces. The darker the

finished surface, the less internal reflectance there is, and the deeper the atrium, the more important

this becomes.

27
 Plate 2. 6 Atrium with 200 people exhibition space in London Source:
www.1wimpolestreet.co.uk

2.10.5 Roof lights

Roof lights are another important and widely used daylighting system, particularly in large public

buildings. The sky is generally brighter near the horizon than near the zenith, and even at that,

horizontal roof lights admit more daylight per square meter of glazed area than vertical windows

– a horizontal roof light is proportionately much more effective as a source of daylight than a

vertical window.

Plate 2. 7 daylight strategy using skylight at numata elementary school Source: www.arcdaily.com

28
2.10.6 Shelves for Lighting

Light shelves are horizontal surfaces that reflect or transmit light deep into a structure. They are

typically installed high above eye level and have highly reflective upper surf aces that are

responsible for reflecting daylight to the ceiling, which is designed to reflect the light deeper into

the building.

Plate 2. 8 light shelves,, showing how daylighting can be transmitted mechanically into closed spaces Source: www.h-
hmetals.com

29
 CHAPTER THREE

3.0 RESEARCH METHODS

The descriptive Survey method and historical research method were used in the collection of

information to achieve the research objective stated in chapter one. The descriptive survey method

entails direct observation and study of the sample population without the need for the object's

participation; in this method, the data collected is defined and interpreted, whereas the historical

method entails the use of historical records related to the design of a school of architecture in

Nigeria.

3.1 SOURCE AND TYPE OF DATA

In order to obtain the necessary information for the compilation or computations of the research

work, the primary and secondary sources of data were used in this study.

3.1.1 Primary data

Primary data was gathered through the use of case studies, physical observations, and research

findings on daylighting in institutional buildings, design, and space composition of existing

schools in Nigeria that offer architecture. In addition, a case study was conducted on the institution

where the proposed project is to be located in order to properly determine and analyze the condition

of the proposed site, as well as to obtain data on the student and staff population, which was used

as a guide for the facilities provided for.

3.1.2 Secondary data

Secondary data was obtained through a review of literature, including journals, textbooks, past

theses, seminar papers, internet sources, and other relevant publications with citations and

references relating to the design of a school of architecture and efficient daylighting.

30
3.2 DATA COLLECTION

Case studies, visual overviews or observations, and historical studies were the primary information

collection strategies used in this research work.

Instruments for gathering information

Photographs, tables, the internet, sketches, and notes were used to collect data for the investigation.

The information for this research proposal was obtained from the accompanying data collection

methodology:

Visual analysis: This was accomplished by taking a close look at the existing architecture schools

in order to identify and recognize what had been accomplished and where improvements needed

to be made.

Case studies: this entailed taking observations from schools of architecture around the world via

secondary data and using the requirements for a functional faculty as a theoretical framework to

analyze the findings.

Internet: The Internet was used to find relevant information on the research subject under study,

which included browsing the related site of the research subject under study.

3.3 DATA ANALYSIS AND PRESENTATION

The information gathered for the study was organized into several formats, including:

I. Photographs: Photographs of existing schools related to the research were taken and recorded,

displaying their various components and functions.

II. Tables: The data gathered during this research was recorded and displayed on the case study

assessment tables.

31
III. Sketch: Data from the case studies was documented in drawing format.

IV. Descriptive Analysis: This was used to demonstrate how the components and features of

outdoor recreation improved students' well-being and prepared them for the next day's activity.

Descriptive survey research is required for answering questions and, as a result, provides a

foundation for making predictions, recommendations, and conclusions.

3.4 VARIABLES OF STUDY

These factors were considered as variables to check for in the research questions and are to be

utilized in assessing the case studies;

I. Architectural Expression: This refers to the design form and idea behind the design, as well

as the effectiveness of the spaces in the learning environment.

II. The building's relationship to the site: this relates to site planning, environmental features

conserved, structure orientation to different zones, and how the building fits with the site.

III. Effective Daylighting: how the process is used to solve design problems.

3.5 DATA PRESENTATION AND DISCUSSION

The findings made from the case study consulted has been analyzed critically under the following

headings: General building overview, space allocation, dimensions of allocated spaces such as the

studios, offices, landscaping elements used, The use of daylighting.

32
3.6 CASE STUDY ONE: SCHOOL OF ARCHITECTURE & PLANNING THE
MASSACHUSETTS INSTITUTE OF TECHNOLOGY (MIT)

Type Private
Established 1865 (first courses taught) 1932 (MITSAP established)
Hashim Sarkis
Dean 1
Academic staff 150
students 408: 150(architecture),56(urban planning),189(media
lab),9(arts culture and technology)

Location Infite corridor, Cambridge, Massachusetts, united states urban

Campus affiliations MIT

website Sap.mit.edu

Plate 3. 1 Plate 44: Front view, Massachusetts institute of technology (MIT) Source:
www.wuxihomemaster.com

33
The Massachusetts Institute of Technology's School of Architecture and Planning is one of five

schools located in Cambridge, Massachusetts, USA. Founded in 1865 by William Robert Ware,

the School provided the first formal architectural curriculum in the United States, as well as the

world's first architecture program operating within the framework of a university. The school is

regarded as a global academic leader in the fields of design. Hashim Sarkis is the current Dean of

Architecture and Planning. In the twentieth century, the school became known as a pioneer in

introducing modernism to America. MIT has a long history of commissioning forward-thinking

structures, many of which were designed by faculty or former students affiliated with the School.

In recent years, the Massachusetts Institute of Technology Campus has commissioned a mix of

modernist and postmodernist structures. It is divided into the following departments:

i. Department of Architecture

ii. Department of Planning

iii. Department of Media Lap

iv. Department of Visual Art

v. Department of Real Estate

34
 Plate 3. 2Plate 45: Ariel view, Massachusetts institute of technology (MIT) Source:
en.wikipedia.org

3.6.1 Department of Architecture

The Department of Architecture is divided into five major research areas: Architectural Design,

Building Technology, Design and Computation, History, Theory, and Criticism of Architecture

and Art (MIT was the first to establish such a program), and Art, Culture, and Technology (ACT).

There are three special research groups as well: the Aga Khan Program for Islamic Architecture

(in collaboration with Harvard University), the Center for Real Estate, and the Special Interest

Group in Urban Settlement. Among the degrees offered by the Department are:

Bachelor of Science in Art and Design (BSAD)

Bachelor of Science (BS) as pre-professional, undergraduate degrees
Master of Architecture (MArch)
Master of Science in Architecture Studies (SMArchS) with a specialization in the school's five

main research areas

Master of Science in Building Technology (SMBT)

Master of Science in Art, Culture and Technology (SMACT)
Doctor of Philosophy in Architecture (PhD) degree with specialization in

35
Building Technology
Design and Computation
History and Theory of Architecture
History and Theory of and Art

3.6.2 Media Laboratory

The MIT Media Lab Program in Media Arts and Sciences (MAS) offers two degrees
Master of Science
Doctor of Philosophy in Media Arts and Sciences

Plate 3. 3 Media art department, Massachusetts institute of technology (MIT) Source:

en.wikipedia.org

3.6.3 Urban Studies and Planning

The Department of Urban Studies and Planning (DUSP) has four specialization areas: city design

and development, environmental policy, housing, community, and economic development, and

international development. There are also three cross-disciplinary research areas: transportation

planning and policy, urban information systems (UIS), and regional planning. Master of City

Planning (MCP) degrees are available from the Department of Urban Studies and Planning:

36
PhD in Urban and Regional Studies
PhD in Urban and Regional Planning
Bachelor of Science (SB) in Planning a five-year SB/MCP minors in Public Policy and in Urban

Studies and Planning.

Plate 3. 4 Department of urban studies and planning Source: en.wikipedia.org

3.6.4 Center for Real Estate

The MIT Center for Real Estate was founded in 1983 with the goal of improving the built

environment. A one-year intensive program results in a Master of Science in Real Estate degree.

Unlike most design education programs, MIT's programs are integrated into the larger University

in terms of curriculum, resources, and campus. The campus's network of continuous buildings

shares common spaces and circulations with neighboring fields. MIT SAP has several fab labs,

including two in the infinite corridor, a wood shop in N51, a shop in the Media Lab, and a lab in

the Design Center, among others.

37
 Plate 3. 5 Lecture hall MIT Source: en.wikipedia.org

Plate 3. 6 MIT sloan classroom Source: en.wikipedia.org

3.6.5 Deduction

i. Good utilization of space.

ii. Good Circulation.

iii. Effective daylighting is not effectively utilized.

iv. More use of artificial lighting.

38
v. Circulation will be adopted and space well utilized.

vi. Effective utilization of daylight.

3.7 CASE STUDY TWO: MELBOURNE SCHOOL OF DESIGN, UNIVERSITY OF

MELBOURNE AUSTRALIA

Type Private
Established 1919

Dean 1
Academic staff 150
students 800

Location University of Melbourne, Masson rd, Parkville VIC3010,

Australia
Campus affiliations Melbourne university

website https://msd.unimelb.edu.au/contact

In 1919, the University of Melbourne established an Architectural Atelier, and in 1927, it offered

one of the first Bachelor degrees in Architecture. A vibrant exploration culture manifests itself in

classrooms, studios, and research inquiry, and is supplemented by lectures, forums, and

exhibitions.

MSD's cultural diversity is one of our strengths: students and faculty from over 50 countries have

come to Melbourne. With a strong alumni body that holds leadership positions in Australia and

around the world.

The Bachelor of Design, a comprehensive range of built environment graduate programs, the

Melbourne Sustainable Society Institute (MSSI), and the Australian Urban Research Infrastructure

Network are all housed in the Faculty of Architecture, Building, and Planning (AURIN).

39
3.7.1 Departments

Architecture

Construction
Landscape Architecture
Property Management
Urban and Cultural Heritage
Urban Design
Urban Planning

Plate 3. 7 Melbourne school of design Australia Source: https://msd.unimelb.edu.au/contac

Plate 3. 8 Modelling workshop Melbourne school of design

Source:www.en.wikipedia.org

40
 Plate 3. 9 design studio of Melbourne school of design Source: www.en.wikipedia.org

3.7.2 Deduction

i. Nice exhibition space in the faculty

ii. Lack of soft landscape in the complex

iii. More use of artificial ventilation

iv. Effective daylighting is not utilizing

v. More use of artificial lighting

vi. Exhibition space will be adapted and utilize

vii. Focus more on effective daylighting

viii. Create space for soft landscape.

3.8 CASE STUDY THREE: BAUHAUS SCHOOL OF DESIGN, DESSAU, GERMANY

Architect: Walter Gropius

Year of establishment:

1919.

41
Location: Dessau, Germany.
Material used: Glass, timber, steel and concrete.
Disciplines: Architectural design, Interior design, Product design, Furniture design, Industrial

Design, Graphic design, Textile design.

Walter Gropius founded the school in Welmar in 1919, in a derelict factory, years before the

Second World War. The concept behind the facility's design is industrial mass production, in

which one can reach the greatest number of people from a single point; department segregation

was kept to a minimum. It combined technology and art. It influenced society to investigate

multifunctional, high-quality materials, which boosted the market's competitiveness. The

Bahaus had a significant impact on later developments in art, architecture, graphic design,

interior design, industrial design, and typography.

Plate 3. 10 Side of the building showing simple geometric shape that defines the Bahaus principle for designing
(Nambier, 2014)

42
 Figure 3. 1 Outline of the floors and levels for building 1 (Nambier, 2014).

Figure 3. 2 Outline of the floors and levels for Building 2

The diagrams above depict the floor distribution from the ground floor to the second floor.

Building 2's layout includes a canteen, workshop, and laboratories on the ground floor, as well as

workshops and studios on the first and second floors. It depicts the outline of Building 2, which

has open space on the ground floor used as a driveway, administrative offices on the first floor,

and departmental offices on the second floor. On the second floor, there is a corridor that connects

the two wings.

43
3.8.1 Merits and demerits of the building facility.

MERITS

Provides decent flexibility and expandability.

Use of glass in most part of the building, making it light in density

Separate wings are designed as separate buildings housing specific functions.

Corridors connecting different wings.

DEMERITS

No central point in the layout.

44
Similar functions housed in separate wings

Strong separation between wings imposes certain restrictions on planning flexibility.

Below are schematic drawings and pictures of the building.

Figure 3. 3 Ground Floor Plan of Bauhaus school of design, Dessau, Germany.

45
 Plate 3. 11 Building appearance from aerial point of view (Nambier,
2014).

Figure 3. 4 The access passages cuts across the campus with the administrative block
bridging over it (Nambier, 2014).

46
 Plate 3. 12 Building appearance from aerial point of view
(Nambier,2014).

Figure 3. 5 Second Floor Plan of Bauhaus School of design, Dessau, Germany

47
 Plate 3. 13 A side of the facility meant to be experienced by
walking around

Plate 3. 14 The building entrance into the main lobby

(Nambier, 2014).

3.9 CASE STUDY FOUR: AHMADU BELLO UNIVERSITY, ZARIA

Architect: Unknown

Year of establishment: 1952

Location: Samaru, Zaria, Kaduna.

Material used: Glass, steel, aluminium and concrete.

Disciplines: Architectural design, landscape, urban design.

48
In the 1960s, the building was designed in an international style. The design incorporates a skeletal

framework with a long corridor connecting the offices and classroom. On the top floor, there is a

lavish studio. The structure appears to be located in the middle of the faculty, flanked to the north

by postgraduate studios, to the west by undergraduate studios, to the south by the department of

building and urban planning, and to the east by the Kashim Ibrahim Library. In between the

buildings, there are parking lots on the north and south sides of the department of Architecture's

main building. A covered walkway connects the departmental buildings.

Plate 3. 15 Perspective view of the facility and environs (Field survey, 2019).

49
3.9.1 Building Appraisal

Individual buildings
Adequate parking space
Few studios and lecture rooms
Good landscape
Elaborate electronic studio
Individual department connected with covered walkway
Well illuminated lecture room and studios
Long passages and corridors enough offices

50
 Figure 3. 7 Schematic Ground Floor Plan of Department of Architecture

Figure 3. 6 Schematic First Floor Plan of Department of Architecture, Ahmadu Bello

University.

51
Figure 3. 8 Vertical Building outline.

52
 Figure 3. 9 Site Layout of the department

Plate 3. 16 Perspective view of the facility and environs

53
 Plate 3. 17 Lobby on the first floor leading to the HOD’s office

Plate 3. 18 Cross section of a lecture room showing luminance influx

Plate 3. 19 Cross section of the covered walk way and parking lot.

54
 CHAPTER FOUR

4.0 STUDY AREA

The study area for this thesis research is in Jos, the capital of Plateau State. Plateau is Nigeria's

twelfth largest state. It is geographically unique in Nigeria due to its boundaries of elevated hills

surrounding the Jos Plateau, its capital, and the entire plateau itself. It is located roughly in the

center of the country. Plateau State is known as the "Home of Peace and Tourism." It gets its name

from the Jos Plateau and has a population of about 3.5 million people. It has natural formations of

rocks, hills, and waterfalls. Barkin-ladi, Bassa, Bokkos, Jos-East, Jos-North, Jos-South, Kanam,

Kanke, Langtang-North, Langtang-South, Mangu, Mikang, Pankshin, Quan'Anpan, Riyom,

Shendam, and Wase are among the seventeen local government areas in the state.

Figure 4. 1 Map of Nigeria and Plateau State

4.1 HISTORICAL BACKGROUND

Plateau State is located in Nigeria’s middle belt. With an area of 26,899 square kilometers, the
State has an estimated population of about three million people. It is located between latitude
08°24'N and longitude 008°32' and 010°38' east. The state is named after the picturesque Jos

Plateau, a mountainous area in the north of the state with captivating rock formations. Bare rocks

55
are scattered across the grasslands, which covers the plateau. The altitude ranges from around

1,200 meters (about 4000 feet) to a peak of 1,829 metres above sea level in the Shere Hills range

near Jos. Years of tin and columbite mining have also left the area strewn with deep gorges and

lakes. It has three distinct areas, the Jos-Plateau highlands, the plains of the Benue valley and a

traditional area South-West of the Plateau, known as the jama’a platform.

Plateau state has been adjusted to its present borders many times. Colonial manipulation was from

a desire to protect the railway construction and guarantee a safe passage of mined tin to the coast.

The British began to exert colonial control of Nigeria in the early 20th century. At that time, much

of Plateau State was part of Bauchi Province. In 1926, Plateau Province, made up of Jos and

Pankshin Divisions, was carved out of Bauchi. The border changed several times in subsequent

years as the government sought not to split ethnic groups In May 1967, Benue and Plateau

Provinces were merged to form the large Benue-Plateau State. At this time Nigeria had twelve

states.

Following the civil war, Benue-Plateau State was one of several large states which were further

split up following pressure on the Federal Government. Under the military administration of

General Yakubu Gowon, the country was further divided into nineteen states in 1976 and Plateau

State was created from Benue-Plateau covering the area of the original Plateau Province. In 1996,

Plateau State was further subdivided to create Nasarawa State which was carved out of the western

half of Plateau State by Sani Abacha's military regime. Tin mining activities began in 1902 under

the British and continue to the present day.

Plateau is the twelfth largest state in Nigeria. Approximately in the centre of the country, it is

geographically unique in Nigeria due to its boundaries of elevated hills surrounding the Jos

56
Plateau it's capital, and the entire plateau itself. Plateau State is celebrated as "The Home of Peace

and Tourism". With natural formations of rocks, hills and waterfalls, it derives its name from the

Jos Plateau and has a population of around 3.5 million people.

4.2 PEOPLE AND CULTURE OF PLATEAU STATE

The Jos Plateau is notable for its cluster of hamlets and villages, which add color and beauty to

the landscape. These settlements, as well as the farmlands, are frequently delineated by cactus

hedges.

Jos was founded in 1915 as a tin transportation camp, and its early history was closely linked to

the success of the tin mining industry. Jos was designated as the state capital of Plateau in 1976.

It became an important administrative and commercial center, so people from various backgrounds

(race, tribe, and religion) coexisted.

There are over forty ethno-linguistic groups in the state. In Wase, indigenous tribes include the

Berom, Afizere, Amo, Anaguta, Aten, Bogghom, Buji, Challa, Chip, Fier, Gashish, Goemai,

Irigwe, Jarawa, Jukun, Kofyar (comprising Doemak, Kwalla, and Mernyang), Montol, Mushere,

Mupun, Mwaghavul, Ngas, Piapung, Pyem With a population of about 3.5 million people, these

ethnic groups are predominantly farmers with similar cultural and traditional ways of life. People

from other parts of the country have settled in Plateau State, including the Igbo, Yoruba, Ibibio,

Annang, Efik, Ijaw, Bini, and others.

4.3 THE SITE

The proposed Faculty of Architecture will be located in the northern part of Jos, on the campus of

the University of Jos Permanent site along Zaria road in Jos, Plateau State. The site is bounded by

an access road on the north, south, east, and west. It is located on the west side of the chapel, on

57
the south side of the faculty of environmental science annex as well as the School of Post-graduate,

on the south-east side of the faculty of education, and on the east side of the faculty of art.

Figure 4. 2 Satellite Image of Site

Figure 4. 3 Master Plan of Unijos

58
I. It has a total land area of 8950 square meters.

II. The terrain at the site is relatively flat.

III. An existing access road runs in the Northern axis of the site

IV. The site's limited expansion space.

4.4 SITE ANALYSIS

The proposed site is located on the university of jos permanent site, westward of the chapel of

faith. The site is irregular in shape with a total area of 44,416 square metre (4.4ha).

Figure 4. 4 Proposed site for the faculty of Architecture

4.5 CLIMATE

The state's climatic conditions are greatly influenced by its high altitude. The climate is generally

pleasant, with temperatures several degrees lower than in the rest of the country. The climate of

59
Jos varies greatly with the months and seasons, for example, from December to February there is

a cold and dusty harmattan season, and from March to May there is a hot dry season with

temperatures ranging from 25oC to 31oC. From April to September, the hot dry season is followed

by a rainy season.

Figure 4. 5 Climatic Data for Jos Source: https://www.worldweatheronline.com/jos

60
4.5 WIND

The average wind speed in the study area varies depending on the time of day, ranging from 2.2m/s

to 4.3m/s. The wind is strongest around 15:00 hours and relatively light in the morning. The region

is distinguished by the South-West and North-East trade winds, which are caused by the movement

of the inter-tropical convergence zone.

Figure 4. 6 Source: https://www.worldweatheronline.com/jos

4.5 RELATIVE HUMIDITY AND PRECIPITATION

Between November and March, relative humidity is low, ranging from 1 to 5%, but can reach 60

to 90% during the rainy season. It is brought by the south-western wind and lasts from April to

September, sometimes even into October. The amount of rain could range from 1200mm to

1500mm. However, the average rainfall ranges from 0mm in March to 212mm in August and 0mm

during the Harmattan period. January and December have the driest weather with no rain, while

August has the highest average rainfall of up to 212mm.

61
 Figure 4. 7 Relative Humidity Chart of Jos 2018 Source: https://www.worlddata.info

4.6 SUNSHINE AND RADIATION

The number of hours of sunlight varies greatly depending on the season, with an estimated average

of 6.5 hours per day in August (cold season) and 10 hours per day in November (hot season). In

addition, the study area has relatively high daily radiation, with values as high as 25MJ/m2 in early

August. Meanwhile, the sun's angle of elevation at noon is 73 degrees.

Figure 4. 8 Showing the sun path diagram of Jos 2000. Source:

www.gaisma.com

62
4.7 SITE VIEWS

The number of hours of sunlight varies greatly depending on the season, with an estimated average

of 6.5 hours per day in August (cold season) and 10 hours per day in November (hot season). In

addition, the study area has relatively high daily radiation, with values as high as 25MJ/m2 in early

August. Meanwhile, the sun's angle of elevation at noon is 73 degrees.

Plate 4. 1 Northern View showing a farm, expanse of land

Plate 4. 2 Southern View showing expanse of land and visiting professor’s lodge

63
 Plate 4. 3 Eastern View worship centers close to the site

Plate 4. 4 Western View showing expanse of land and residential buildings at a distance

4.8 ACCESSIBILITY

The site is accessible by a major tarred road linking from the southern part of the site.

4.9 TOPOGRAPHY AND SOIL

The soil is sandy and loamy in texture. It is well drained, and the site is relatively flat with a gentle

slope to the north-west. Site drainage would go in this direction in order to take advantage of the

64
concept of natural gravity. There are no undulating or hilly areas on the property. The soil is hard

and has a high bearing capacity, but the hydrological and geological surveys will confirm the site's

actual load bearing capacity.

4.10 VEGETATION

The site has a relatively good vegetation cover, consisting of grasses, shrubs, a few trees, and farm

land in some areas. The site's ability to support vegetation will be a good indicator of a suitable

landscape on the site. Some trees will be kept, while others will be cut down as needed.

4.11 SERVICES

On-site services include electricity power lines, water supply lines, GSM network services, well-

constructed tarred roads, and pedestrian paths.

4.12 DEVELOPMENTS AROUND THE SITE

The proposed location is within the university's permanent site community and is surrounded by

other adjourning facilities such as worship centers, school libraries, professors’ lodges, banks, and

so on.

Noise Generation

It is bounded to the south by an access road. As a result, moving vehicles along the major tarred

road from Abuja hostel/school of management science could be a source of noise. Few residential

buildings (staff quarters) in the western part of the site, as well as potential noise from worship

centers, can be considered major sources of noise on the site.

65
4.12 SITE ZONING

This entails grouping together all related functions in order to respond to specific user needs. These

unrelated functions can be separated to form sections within the institution. The site was analyzed

to determine the best areas for development based on the extent of noise penetration, physical

features, best views, areas that can be classified as public or private, and other site features.

66
 CHAPTER FIVE

5.0 PRINCIPLE OF PLANNING

5.1 ARCHITECTURAL PROBLEMS

The design principle begins with the underlying premise that all learning environments should be

learner-friendly, safe, comfortable, accessible, flexible, and cost effective. These premises run

through all principles and should be understood to moderate the appropriateness of each principle

in practice. Some design issues must be addressed in order to design effective school-based

learning (faculty of architecture).

5.1.1 General Building Orientation

The underlying premise of the design principle is that all learning environments should be learner-

friendly, safe, comfortable, accessible, flexible, and cost effective. These premises are common to

all principles and should be understood in order to moderate the applicability of each principle in

practice. In order to design effective school-based learning, some design issues must be addressed

(faculty of architecture).

5.1.2 Noise Control

Because the site is in a noise-sensitive area, effective noise control should be considered. Acoustic

environmental control features must be incorporated into the design. Planning for good visual

condition and sightline of meeting the functional demands of space in terms of seating layout and,

most importantly, provision of good acoustic condition.

5.1.3 Daylighting

Day lighting is used to provide adequate lighting to the interior and to prevent unwanted glare into

the spaces. Humans have been continuously searching for better methods to obtain suitable natural

67
lighting in design since they established their shelters with a lighting opening. Natural lighting, no

matter how appealing it is, can cause problems if it is not properly incorporated into the design.

5.1.4 Ventilation

Natural ventilation is simple to achieve in small residential and single office spaces, which

frequently have limited room depth and area. However, for larger functional spaces such as lecture

theaters, artificial means of ventilation must be properly incorporated in order to obtain the desired

comfort equipment inside the building.

5.1.5 Circulation

Pedestrian and vehicular circulations are not clearly defined or are poorly designed, resulting in a

circulation problem in the majority of faculties. As a result, circulation should be considered during

the design process.

5.1.6 Expansion

Expansion is unavoidable in educational faculties as the population grows by the day or new

courses are introduced; therefore, means of expansion must be considered when designing the

structure. To achieve the desired expansion, a simple geometric form can be used. Having a core

from which other functions can radiate while expanding and possibly cooperating as one and

unique complex will result in a perfect design.

5.2 GENERAL DESIGN PLANNING AND CONSIDERATION

5.2.1 Designing the Site

a. Harmony: The site will be design in harmony to achieve a complex, such that space that

shares common traits in functions are zoned and designed together in a pleasing agreement of

parts or combination of parts in a composition

68
 b. Natural Environment: An enabling natural environment through landscaping and use of

natural materials on the site, for example using stone works for hard landscape surface, in

places of interlocking tiles and kerbs, tree trunks for benches etc.

c. Proximity: The faculty complex should have an acceptable proximity, so that the

traveling distance for both staff and student is not much

d. Zoning of Activities: Proper zoning in respect to the level of noise generated will be

done to arrange all activities on site such that in a long run an efficient system of activities is

achieved within the complex

e. Flexibility: the ability to effectively achieve flexible use of space in the design such as

theaters and/ seminar rooms.

f. Parking lots: Parking for staff and visitor should be located in a way to reduces noise

correlation of functions, parking lot will not be too close to the lecture rooms, laboratories and

library.

5.2.2 Orientation

Orientation if done properly will protect the building from adverse weather effects and take

advantage of delighting. The two major prevailing wind – the north – east trade winds and south

– west trade winds will be effective incorporated in the faculty as follows:

a. The longer side of the faculty complex will be oriented to the eastern and western as with

its opening to serve a double purpose of harnessing delighting as well as maximizing natural

ventilation, while issues of glare is being taken care of

69
 b. Building envelope large opening in the positive and negative pressure zones shall be on

the north – south walls for ventilation.

c. Landscaping: plants around the building fabric filters prevailing breezes, providing fresh

air for use in the building

5.2.3 Application of Daylighting

The use of day lighting and natural ventilation should be of utmost consideration. This is

achievable by means of proper building orientation and the positioning of opening such as

courtyards, skylight, and fixed light. Improving visual comfort.

5.2.4 Landscaping and Drainage

The entire faculty site has been landscape with trees and shrubs. Outdoor relaxation areas are

available in the complex. The site is naturally covered adequately with vegetation, most of which

will be retained and new ones planted along the walk ways and roads to create shade and pleasant

appearance to the staff and students.

Drainages are provided along the roads and around the faculty building. These are to be connected

to the proposed drainage line of the entire layout to be discharge into the stream via the natural

slope existing on the site.

5.2.5 Building Materials

The use of class as window as well as partition should be encouraged for effective utilization of

sunlight. The use of natural construction materials should be encouraged for sustainability. Other

environmentally friendly material should however be considered and applied where necessary.

70
5.2.6 Functional Relationship and Space configuration

This is the art of arranging space and shaping it to achieve a design that would be responsive to its

objective. Space within the design should be organized to achieve harmonious interaction of user

of different functions and to ensure the comfort of the users. This can easily be carried out through

the under-mentioned:

Site Design: In relation to the size, shape and orientation of the site To fit into and preserve the

natural topography. To create a natural environment. For efficient and convenient pedestrian and

vehicular access.

Space Design: To accommodate the space needs for each individual functional space. For

adequate security. Viewing positions in the lecture theaters. Achieving a good sight line is a major

consideration in the design of a theater.

Functionality: To provide optimum adjacent relationships depending on the size and range of

function in the complex. To establish a workable and convenient circulation. To ease the

movement of physically challenged persons.

Safety: To minimize requirement for resistive construction and or extinguishment systems. For

safe and evacuation during emergency. Structure efficiency.

5.2.7 Zoning

This involved the articulation of all related functions together to respond to particular needs of the

user. These distinct functions but related zones should be well articulated to create section within

the faculty building. The main components are:

71
The administrative section

The core shared facilities

The departmental units

The workshop facilities

The auxiliary facilities

5.2.8 Circulation

Building entrance and circulation within the facility should be designed with consideration for

both the able and disable persons which will aid in smooth movement from one zone to the other

while experiencing activities as a continuous whole.

5.2.9 Maintenance

All waste water pipes, electrical and mechanical wiring is concealed in the vertical service ducts

with grilled panels for maintenance and repairs. Head room is well increased on all floors to take

care of AC ducts and other services.

5.2.10 Lighting (Artificial and Natural)

Direct, symmetrical lighting This is preferred for general illumination of workshops, classes and

circulation zones. The required level of illumination can be achieved with relatively little electrical

power.

72
Down lighting with direct spotlight Using a regular arrangement of lamps of ceiling and swiveling

reflectors can give different light level in auditoriums. Halogen filament lamps are most suitable,

in particular those with low voltage bulb.

73
 CHAPTER SIX

6.0 DESIGN PROGRAMMING, PLANNING AND DESIGN

6.1 DESIGN SCHEME

Momentarily after the National Universities Commission (NUC) approved the study of

architecture from a department to faculty level, it’s expedient for the University of Jos to have

befitting building that will serve this purpose. The proposed faculty of architecture is a project

heralded by the federal government to teach (educate) student and galvanize them in areas of

Construction technology, to driving force in the development of Nigeria through Architectural

Education. Architecture education Is a very expansive field of education to branch into, for the

need for a well-furnished design studio, equipped workshops, laboratories, lecture theatre’s,

lecture classes, well trained instructors and sufficient space allocation for the various learning

activities.

6.2 CLIENT AND FUNDING

The client of this project is University of Jos. This project is to be located within the premises of

University of Jos, resource challenges such as funding will be taken care of by the federal

government in direct collaboration with the physical planning department of the university.

6.3 SCOPE OF THE PROJECT

The scope of the project shall be limited to the design of faculty complex consisting of deanery

unit, departmental units, and the necessary supporting facilities (endow drawing studio, equipped

workshop, laboratories, library lecture theatre, classes, Offices, restaurant) and relaxation areas.

The project is the design of faculty of architecture (efficient day Lighting) University of Jos,

Bauchi Road, Jos. The building will have the following Departments:

74
Department of Architecture

Department of Landscape Architecture

Department of Interior Design

Department of Industrial design

Department of Urban Design

Department of Architectural engineering and Computing

Department of Urban Environmental Planning

6.4 DESIGN APPROACH

The design approach for faculty of architecture as an educational building design, requires special

treatment and attention to the aesthetic appearance and daylighting for visual activities and visual

delight, this is achieved primarily through the functional design of every spaces, The issues of

function will be more considered from both site related point view and respect to functional

characteristics independent of site, the form organization must be responsive to the

learning/teaching process and character of institutional building.

6.5 SITE ZONING CONCEPT

The site concept was influenced by the following factors:

I. Orientation of daylighting

II. Basic architectural needs of institutional buildings

III. Access and connection to the other part of the university

75
 IV. Both pedestrian and vehicular circulation

V. Zoning of the different activities in the faculty complex and its practical farms

The site-zoning concept is that of hierarchy of zoning. The site zoned according to

noise level generation by the different units of the faculty complex. The court yard is

at all direction to harness daylighting and the building is surrounded by trees and

shrubs, which will serve as wind breakers, while filtering and cooling the prevailing

breeze as well as create a natural environmental on the site. Pedestrian paths were

designed to follow the two sides of the vehicular paths to reduce much road crossing.

The slope of the site is effectively used to design a drainage system that will drain

surface water to be properly discharged.

6.6 LAYOUT PLANNING CONCEPT

In the planning academic site, it requires proper consideration of parameters listed in above (in

chapter 5) as well as proper layout to enhance future expansion. Good functionality with adequate

circulation and drainage system. The main stream of the faculty. The concept of focal point will

be used to enhance proper segregation of incompatible units. Even though the core shared facilities

(drawing studio, classes, lecture theaters, library, laboratories, relaxation etc.) hall has been

regarded as the main stream of the faculty complex.

6.7 SITE ZONING & STRUCTURE

The site is zoned into three main parts, The noisy zone, the Semi noisy zone and quiet zone in the

mid-point (middle) of the site. The noisy zone is at the northern part of the site is influenced by

exiting road from Abuja hostel and staff at opposite coming towards the worship area and

commercial area consisting of diamond bank, fidelity bank and business center. The activities at

76
that site is parking and landscape and the semi noisy zone is at the Southern, eastern and western

part of the side are influenced by road as well as faculty of education at the south; possible

activities is parking and entrance porch, faculty of art at the south-east; possible unit is green area

tress to buffer noise and office form reasonable distance and school of postgraduate at the south;

possible activities green area and future expansion. The quite zone is at the midpoint (middle) of

the site. Is where the main faculty will be.

6.8 DESIGN CONCEPT

The project is a research and experiment to find possible sustainable solutions that would utilize

climatic conditions to satisfy occupants' visual comfort without necessarily over dependence on

artificial strategies. The one major concept (basic general idea) utilized in the design of this School

of Vocational and Technical Education is visual comfort, which is very vital in institutional

designs. This concept can be achieved through the integration of three sub-concept which are;

form, Orientation and Courtyard. After analyzing several forms and how effective they are in

employing efficient daylighting into the learning space, rectangular cube has been adopted to be

oriented with the longer sides facing the north and south direction so as to harvest maximum

daylight throughout the day which will enhance visual comfort within the spaces. The reception

hall is connected to a central courtyard that connects all the departments on the east and west,

administrative section to the south and the lecture auditorium to the north, the central courtyard

serves as a unifying point for the entire educational section making it a complex. Courtyards are

also introduced in each departmental unit to enhance proper penetration of daylighting into the

learning spaces thereby enhancing user visual comfort. The proposal would therefore be designed

conceptually and architecturally to improve micro-climate of the interior spaces by incorporating

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nature into the design. Nature and technology would also be part of the primary tectonic expression

of the building.

6.9 DESIGN STRUCTURE

The faculty of architecture is designed to be of simple frame structure (post and lintel). The

careful massing of this facility in frame structure allows for good window design that will admit

natural light through the sides of the building.

6.10 FUNCTIONAL SPACE ANALYIS

Academic Spaces

• Staff offices

• Workshops / model rooms

• Library/data room

• Design studio

• Exhibition room

• Dean's Office

• Heads of Departments Offices

• Computer aided design hall

Staff offices; these will accommodate both academic and administrated capacities. The spaces

ought to cater for interaction between staff and students at a formal and informal basis.

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Workshops or model rooms; these will be given to take into account considerable number of

users, both staff and students, the model room is a shared space for two levels for them to learn

from each other and be challenged by themselves, storage or locker rooms are provided for

students to keep their materials.

Library/data room; these room will contain information needed to equip student to be

professionals in their different fields, this cater for an extensive number of users, both staff and

students.

Design studio; this is one of the focal point of this study, It houses the design activity which is

done to motivate communication, competition and collaboration among the students.

Administrative Spaces

• Faculty offices

• Departmental offices

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Table 6. 1 Projected Student Population

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Table 6. 2 Projected Staff Population

81
 CHAPTER SEVEN

7.0 DESIGN REPORT

This is the synthesis of everything that has been discussed in the cause of the research into a design

solution. Here the researcher tried to proffer the best possible solutions of the problem into guiding

concepts which brought about the design of the faculty of architecture, university of Jos.

7.1 DESIGN CONCEPT

The general design concept adopted for this faculty of architecture is visual comfort which is one

of the most essential needs of any learning facility to achieve maximum performance from both

the students and the teachers. The design shall provide for optimum daylighting in all the

functional spaces of the proposed faculty of architecture.

7.2 CIRCULATION CONCEPT

The concept of circulation used within the site is a safe pedestrian access, devoid of interference

of vehicular circulation. Hence, the pedestrian circulation is totally and consciously separated to

enhance safety. The circulation within the building is decentralized, thus solving the problem of

traffic logjam usually peculiar to this type of building when lectures and other academic activities

are finished and students are in hurry to leave the school.

7.3 LIGHTING AND VENTILATION

The building is designed to have many courtyards. This gives room to optimal utilization of natural

illumination and ventilation. Adequate lighting is thrown into the interior of the building through

these open courtyards, form, orientation and the fenestration covered with glass panels. These

panels are designed to allow the passage of light.

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Cross ventilation systems are used in the ventilation of the building. These ventilation techniques

have been found to be effective in this type of building structure, thus artificial lighting and

ventilation are optional.

7.4 INTEGRATION OF DAYLIGHTING

The building is designed to have many courtyards. This gives room to optimal utilization of natural

illumination and ventilation. Adequate lighting is thrown into the interior of the building through

7.4.1 Form

Rectilinear and simple curvilinear forms which are suitable for admitting daylighting into the

learning spaces will be employed in this project to elicit a building that will fit perfectly into

its natural environment. This is evident in the plans and the elevations, the resultant effect of

which has culminated in “style”. This “style” can be said to be a combination of the

international and modern style. Therefore, this building can be postulated to survive in all

eras.

7.4.2 Orientation

The orientation of this rectilinear and simple curvilinear forms adopted is very important for

the adequate admittance of daylighting into the learning spaces. Orientation of buildings on

the design are done in such a way that the longer sides of the rectilinear forms are facing the

north and south direction with fenestrations on the same sides so as to harvest more hours of

daylight into the spaces.

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7.4.3 Courtyards

The faculty of architecture is designed with a large central courtyard which serve as a

unifying point to all other functions around it; making it a complex, other smaller courtyards

are also included in the various departmental units.

This gives room to optimal utilization of natural illumination, adequate lighting is thrown into

the interior of the building through these open courtyards.

7.4.4 Material

Steel, aluminum, reinforced concrete and glass are the dominant materials employed for this

project to symbolize strength, solidity, transparency and elegance to allow for ease of

construction, and undue cost, the design of the facility has been simplified to an appreciable

level. A combination of steel, reinforced concrete, glass and aluminum has been used, being

the most readily available materials for the construction technology in Nigeria.

i. Aluminum: This is used in the roof as aluminum roofing sheets and in window as

aluminum window frames and frames for fixed light. Owing to the properties of aluminum, it

can be combined with other compounds to form composite materials that could function in

diverse capacities.

ii. Reinforced concrete: The high structural strength of concrete (especially when

reinforced) makes it the good material for the structural system. The fluidity of reinforced

concrete makes it a good construction material for both curvilinear and rectilinear forms.

iii. Steel: Steel offers many advantages, primarily high strength and ductility. It is also durable

if protected from corrosion. Relatively, the high yield stress of steel allows for smaller sections

and its lower weight reduces foundation requirement. This is used in roof as trusses

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 iv. Glass: Glass is the chief material for daylighting, it possesses a wide range of magnificent

physical properties such as transparency, opacity, translucence, reflectivity, elegance, ease of

maintenance, etc. It has therefore been used in this project to perform these functions.

a. Daylighting The whole aim for this project is to integrate daylighting in the design of the

faculty of architecture and without glass that can hardly be achieved. This is represented in the

elevations of the design, showing means of admitting light through glass of the windows and

fixed lights.

b. Decoration has not been much employed on this building, so that it does not rather portray

artistic ideals than architectural. However, a careful and systematic means of decoration has

been used in some parts of the building. It is also expressed in the decorative vertical and

horizontal arrangement of windows with glass as the main component of the windows.

7.5 DESIGN ACHIEVMENTS

The design has;

Achieved the aim of the research by providing a conducive environment for the study of

architecture.

1. Provided adequate daylighting to the interior space to increase user satisfaction and visual

comfort leading to improved performance in learning and teaching activities.

2. An effective integration of daylight into the building (utilizing natural resource efficiently)

reduces the over dependence of mechanical means of lighting and ventilation. This provides

ambient illumination and will reduce the use of electric light which will lower energy

consumption (conserving energy).

85
 3. The careful use of glasses on fixed light windows to allow diffuse light while reducing

glare and heat from the sun through north and south facing windows and fixed light

4. Aesthetics: the play of natural light from windows on surfaces and textures casting

interesting shadows gives the endless variety of mood and appearances due to the movement

of the sun; 6. Provided a design that will not only enhance knowledge and economic activity,

but also create a process of sustainable national economic growth. Financial benefits shall also

be derived from the facility as items produced from the workshops and laboratories will be sold

to generate income for maintenance and running of the institution. Architecture is aimed at

providing a covering that best suit a particular function or human activity. In a nut shell,

architecture is the frame work of human existence. This project has contributed to architecture

by providing a facility that will meet the unique needs of the users who are the staff and students

that will use the facility. These has been achieved by providing a facility that will house all the

spaces and facility needed for the study of architecture in the country.

7.6 CONCLUSION

The results gathered from the study from the various cases studied shows that architectural

schools are not performing in their full potential in Nigerian universities, due to the fact that all

the schools of architecture are under schools of environment or environmental sciences.

Therefore, strict adherence to the proposals by A.R.C.O.N to have schools of architecture in all

accredited universities should be followed duly so that architecture can express itself through

professionalism and can gain proper recognition in Nigeria and also in the built environment.

Likewise, the overall thesis found out that the incorporation of multiple passive architecture

principles certainly enhance the quality of the interior spaces and give great comfort to its users.

It also reduces the over dependence on non-renewable energy sources. The research also found

86
 out that there are possibilities that in the near future, passive design approach can be an

alternative solution to energy efficient architectural developments in developing countries like

Nigeria. There should be a unification of concerns between architects and other professionals

involve in designs so that daylighting, aesthetic and environmental qualities are rated high in

order of priorities in all designs. The provision of daylighting should be as passive as possible

in its integration to every design, and the integration should be from inception of design stage.

7.7 RECOMMENDATIONS

Human and natural resources that Nigeria is blessed with should be fully utilized as the Nigerian

landscape, the Nigerian people, and the wonderful culture of learning are the attributes that

should put Nigerian education on the world map. To take advantage of these features, it is

recommended that:

1. Institutional building designs should be conceptualized architecturally to incorporate

passive daylighting principles in order to achieve energy efficient and sustainable designs for

visual comfort of the target occupants.

2. In future work, educationist, designers and researchers should collaborate in discerning the

psychological benefits of daylighting in learning spaces on the users which will enhance proper

consideration of daylighting in institutional building designs.

3. In addition to the devices, it is recommended that daylighting design such as orientation

and massing, size and placement of apertures, glazing, geometry and reflectance of interior

surface be considered. These are design parameters that allow daylight influx; daylight devices

only moderate daylight influx.

87
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