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Revision with unchanged content. Millions of dollars are spent each year on building new facilities or remodeling existing ones. Yet, many teachers and students often complain that classrooms are too hot or too cold. Other problems are more subtle and frequently result in complaints like ´My eyes seem to hurt after the lecture´ or I just can t seem to concentrate for very long in that room, or I m just not comfortable in there. I don t like the room´ (MeVey, 2001, Sec. 36.3.10.3). However, does the built environment of a classroom really affect the teaching and learning process? What are the critical aspects of the built environment of selected art education classrooms in institutions of higher education? Are they the room temperature, space utilization, ambient features, windows, chairs, or is it only the seat location? How do students and their teachers perceive the different aspects of the built environment of selected art education classrooms? The book is addressed to architects, interior designers and professionals in education like teachers, school principles, and government educational authorities. It is also directed towards researchers in education, architecture, and interior design.

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Ph.D., Assistant Professor of Art Education, Department of Art Education, College of Education & Human Sciences & Vice Dean of Community College, Taibah University, Madinah, Saudi Arabia. Research Interest: technology & art education, built environment & art education, visual art & market labor.

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