This article aims to understand patient wellbeing and satisfaction and to qualify the current guidelines for the application of art in hospitals. Employing anthropological methods, we focus on the interactional aspects of art in health interventions. A user-oriented study ranked 20 paintings, followed by an experiment using paintings in the dayroom of five medical wards. Fieldwork was done over a two-week period. During the first week, dayrooms were configured without the presence of art and in the second week were configured with the artworks. Semi-structured interviews, observation, participant observation and informal conversation were carried out and were informed by thermal cameras, which monitored the usage, patient occupation and flow in two of the dayrooms. The study shows that art contributes to creating an environment and atmosphere where patients can feel safe, socialize, maintain a connection to the world outside the hospital and support their identity. We conclude that the presence of visual art in hospitals contributes to health outcomes by improving patient satisfaction as an extended form of health care. The article draws attention to further research perspectives and methods associated with the development of art in hospitals.

Light as a multi-dimensional design element has fundamental importance for a sustainable environment. The paper discusses the need for an integration of scientific, technical and creative approaches to light and presents theory, methods and applications toward fulfilling this need. A theory of design developed from three experiments show how distinct qualitative and quantitative criteria in different disciplinary traditions can be integrated successfully, despite disparate technical/scientific, social scientific and art/humanities backgrounds. The model is applied to a pedagogical curriculum in the context of multi-level learning competencies.

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Since independence in 1991, Slovenian society has sought models for education in the West. As in Slovenia, schools of architecture situated in other countries of rapid social transformation are offered the opportunity to critically review examples of the virtual design studio (VDS). This article investigates such examples within the concepts of “identity” and “place.” These concepts are developed to include a consideration of the identity of virtual places and virtual studios and to examine the implications of globalization on architectural education. In conclusion, we develop an exploratory model for VDS as an instrument that integrates computer technology, distance learning, and design education.