DG 1110-3-106
(2) Exits from a subspace must provide safe emergency
supplement daylight. Daylight should be reflected into
egress and not disturb other subspaces. Each subspace
the room by overhands and light shelves; it should
must have an independent exit which opens directly
never be direct. Artificial (electric) light should be used
into a corridor and does not pass through other
to balance the level of daylight across the room depth.
subspaces. Most life safety standards consider operable
This requires controlling electric lights to respond to
walls, accordian-fold partitions, or a door in a
different levels of daylight illumination.
partition between subspaces to be a second route of
exit.
(2) Classroom lighting controls should be convenient to
the instructor. General classroom artificial lighting
(3) Partition systems for subdividing large classrooms
should be zoned into levels of illumination to
should be durable, easy to operate, and minimize
supplement daylighting. Incandescent task lights should
sound transmission between subspaces. Partitions
be circuited for infinite light intensities of zero to full
should have a sound transmission classification (STC)
lamp wattage. Blinds or other daylight-omitting devices
of 45 or greater. Seals around all edges (particularly
should be provided for use of A-V equipment.
along the floor and ceiling) are essential. (Figure 4-14).
Lighting controls should be placed at the front of the
room with A-V controls.
J. Furniture.
(3) Only occupied areas of a classroom need to be
lighted. Light switches should control classroom zones.
(1) Seating should be reasonably comfortable, but not
It is better to establish zones that extend across the
so relaxing that it encourages inattentiveness
room than the length of the room.
(paragraph 3-3e above). Chairs with contoured seats
and backs are more comfortable than those with
(4) There should be sufficient task lighting. Adjustable
straight seats and backs. The contours also keep the
track or eyeball (spot/flood) lighting should be used to
user facing forward because they cause discomfort
illuminate the instructor, classroom demonstrations,
when the user turns in other directions.
chalkboards, and other training aids.
(2) Classroom furnishings should meet the needs of
I. Subdivided Classrooms.
courses which use the classroom. The number of
The 24- and 50-student classrooms are developed
chairs, tables, or desks depends on the desired class
within the typical module (paragraph 3-2b above) using
size. The instructor's need to write material may be
a 30-foot-long structural span from corridor to exterior
satisfied by products such as chalkboards, flipcharts,
wall line. (Figures 4-4 and 4-5). Classrooms that hold
boards that use marker pens instead of chalk,
more than 50 students will typically need spanning
electronic chalkboards, and overhead projectors with
elements more than 30 feet long. (Room capacities are
films that can be written on with wax pencil or special
based on providing individual 2-foot by 3-foot desks at
markers. The instructor's need to display papers and
student stations.)
other visual aids may be satisfied by tackboards, tack
strips along the top border of chalkboards, magnetic
(1) Partitions should be placed so that furnishings and
chalkboards, and special devices for hanging papers,
training equipment are available in each subspace, and
maps, and charts. Some of these furnishings may be
room features and controls are accessible from within
free standing and movable; others may be fixed to
each subspace. Each subspace should have electrical,
walls or hung from ceilings. (Figure 4-15).
television, and sound receptacles and controls,
chalkboards, and other items for training. Partitions
should be placed between windows and lighting
fixtures.
4-11
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