Design Principles of External Lighting for Architectural Objects

Nowadays, lighting design is the modern attractive field of professional activity. Although its theoretical and methodological bases are in the initial stage of formulation. Though there are standards for regulating illumination quantitatively, the science has never created a bridge to transfer illumination quantity into illumination quality. How to keep a day image of architectural object without imitating natural lighting？ How unrecognizably to change the image, to make it extraordinary and catchy？ This paper offers a solution in the form of external illumination designing principles. This paper proposes two conceptual ways of creating artificial lighting of buildings and constructions that pursue different goals： the principle of ＂tectonic＂ illumination and the principle of ＂decorative＂ illumination. These principles were developed based on the analysis of the state of the art experience of lighting architectural objects and author＇s empirical study. The latter contained measuring luminosity with luminance meter, processing the data, statistical survey （180 respondents） and lighting modeling in the laboratory of Moscow Architectural Institute.

Using Social Interaction to Invert the Professional Competencies of Future Architects

The article analyzes the results of a sociological study of the role of public and interdisciplinary communications for formation and inversion of architect’s competences.The study was carried out in 2021-2022 among students of architecture departments in Russia.About 3,000 students of the Moscow Architectural Institute(State Academy)and the Orel State University took part in the study.As a result of processing the data of the written questionnaire with correlation relationships,the potential of“external”educational communications was identified for acquisition of new professional knowledge and competencies in architecture;popularization of socially important ideas in architecture and spatial development;raising a sense of pride and respect for urban historical and cultural heritage;enhancing the prestige of the architectural profession and the status of architectural education;understanding social expectations of architectural activities and factors limiting implementation of projects;identifying factors influencing formation of strategies for the development of architectural education.Four stages of formation and inversion of professional competences in the educational process were singled out:1st-2nd years of training-an“orientation period”;3rd-4th years-the level of Bachelor of Science in Architecture,at which the groundwork of the professional thinking basics is laid-a stage of mastering the basic system-design skills;5th year(diploma thesis)-a stage of entry into creative practice;training at the level of Master of Science in Architecture-scientific-design practice in architecture.Issues concerning underrating the importance of future architects’involvement in joint activities with community and engineering professions representatives to realize the goals of sustainable development were identified;late awareness of the value of participation in volunteer programs.