• This course is the introduction to the programme and provides terminology and fundamental concepts, placing light in a cultural, historical and social context.
• Orientation about the role of lighting for the perception of the physical surrounding.
• Introduction to design process, quantitative and qualitative characteristics of daylight and electric light.
• Theoretical and visual introduction to lighting principles and technology.

• Students should gain a basic light and lighting vocabulary.

• Students will learn and discuss the importance of light and lighting for human beings' cultural, historical and social development.

• Students should be able to solve a lighting design task using light and materials as shaping elements of the physical environment and reflect over their communicative possibilities.

• Students must work on the solution of design tasks establishing connections between conceptual ideas and real life situations.

• Students should be able to justify design choices in terms of the relation between light sources, materials and human experience and the relevant conditions of the site.

In addition to lectures, the course offers a range of practical and interactive learning activities. To build students’ technical knowledge of lighting, seminars are offered on light sources as well as on responsive lighting. The workshop on conceptualization and design aims to strengthen their ability to abstract and develop ideas creatively. Additionally, hands-on sessions in the visual laboratory foster observational skills and an understanding of the intertwinment between light, space and human perception. Study visits provide real-world exposure to lighting environments, encouraging critical reflection and analysis. Finally, students engage in the creation of full-scale lighting installations, where they apply their design, technical, and spatial awareness skills in a comprehensive and experiential way.

A background in basic sketching and design techniques is recommended. Students should also possess the ability to abstract and conceptualize ideas. Skills in observation and an understanding of space design will further support successful learning in this course. In addition, familiarity with basic technical skills related to light and lighting is advantageous.

DiLaura, Houser, Mistrick, Steffy.(2011) Lighting Handbook, 10th ed, IESNA.

Corrodi, Spechtenhauser. (2008) Illuminating.

Ines, Malcolm (2012) Lighting for Interior Design

Mende,Kaoru (2010) Designing with shadow.

Millet, Marietta. (1996) Light revealing architecture.

Pettersson, Svante. (2015) See the light.

Plus recommended and mandatory literature presented during the course.

Speirs, J. and Major, M. (2006). Made of Light - The art of light and architecture.

Tanizaki, Yunichiro. (1977) In praise of Shadows

Tregenza, P. & Loe, D. (2013). The design of lighting, Routledge.

Zajonc, A. (1995). Catching the Light: The Entwined History of Light and Mind.

Plus recommended and mandatory literature presented during the course.

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

• INLA - Workbook, 4.5 credits, grading scale: A, B, C, D, E, FX, F
• PROA - Project, 4.5 credits, grading scale: A, B, C, D, E, FX, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

If the course is discontinued, students may request to be examined during the following two academic years.

The course has three examination modules, a workbook (INLA), design basics (PROA) and design project (PROB).

The course evaluation is a combination of analysis, process and results of project 1 and 2 (reinterpretation task and desing task) and workbook grades, which reflect teamwork and individual achievements.

Examination of PROA “reinterpretation task” takes into consideration: Analysis, Findings, Process, Tools, End result.

Examination of PROB “design project” takes into consideration: Vision and Concept, Process, End result, Presentation.

Personal learning process is assessed through INLA “workbook”. Examination takes into consideration the following criteria: Completeness, Structure, Depth of reflections, Critical thinking and Research.

 Detailed description of assessment methodology is provided at the beginning of each course.

To receive a final grade for this course, grade E or higher on the workbook (report of lectures, process and reflections) and the project (process and seminars) is required, as well as 80 % attendance.

Overall course grade is based on grading scale A-F.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Course syllabus for HS2007 valid from Autumn 2019