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CLASSROOM ACOUSTICS NCEF's resource list of links, books, and journal articles on acoustical standards, studies, and methods of calculating acoustical quality in classrooms and other school spaces. 
Planning Guide for School Music Facilities.
http://www.wengercorp.com/images/lit/lit/Wenger%20Planning%20Guide.pdf (Wenger Corporation, Owatonna, MN , 2008)
Focuses on the fundamental requirements for planning and designing school music suites. The guide provides brief explanations of critical factors affecting music suites so that music directors and other stakeholders can more quickly and clearly communicate music area fundamentals to architects and administrators. Topics cover the music suite layout, construction process, acoustics, floor planning, types of storage areas, and music equipment. Also included are tips for planning highly functional and successful performance areas; glossary of terms; several project worksheets, and a chart for determining music suite square footage needs. 52p.
Improving the Classroom Environment: Classroom Amplification Systems.
http://www.lightspeed-tek.com Blazer, Christie (Miami-Dade County Public Schools Research Services , Mar 2007)
Describes typical configurations of classroom amplification systems, sources of classroom noise, and how children can benefit from classroom amplification. A variety of research on indicating the benefits of classroom amplification to learning and teacher vocal health is reviewed. Includes 36 references. 9p.
Designing Quality Learning Spaces: Acoustics.
http://www.minedu.govt.nz/web/downloadable/dl11663_v1/moe-branz-acoustics-v13.pdf (New Zealand Ministry of Education, Wellington , 2007)
Advises on acoustics of learning environments, the effect of acoustics on learning, the perception of sound, how to make acoustic improvements, acoustical considerations for specialized teaching spaces, accommodation of special needs students, and planning new buildings and additions for proper acoustics. A flow diagram for assessing acoustics , an acoustics survey, and 26 references are included. 68p.
Green Schools: Attributes for Health and Learning.
http://books.nap.edu/catalog/11756.html (National Academies Press, Washington, DC , 2007)
Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.
ISBN-0-309-10286-3 TO ORDER: http://books.nap.edu/catalog/11756.html
Acoustic Comfort. [Whole Building Design Guide]
http://www.wbdg.org/resources/acoustic.php Paradis, Richard (National Institute of Building Sciences, Washington, D.C. , Aug 2006)
This section of the Whole Building Design Guide focuses on acoustic comfort in offices, classrooms, and conference rooms, and discusses the following: site selection; glazing, HVAC noise issues, natural ventilation, sound masking, emerging issues, relevant codes and standards, and additional resources.
Acoustical Society of America Position on the Use of Sound Amplification in the Classroom.
http://asa.aip.org/amplification.pdf (Acoustical Society of America, Melville, NY , Jun 2006)
This ASA statement advises schools not to use sound-amplification systems in their efforts to overcome noisy conditions in classrooms. While acknowledging that amplification systems have many valid uses in schools, ASA's statement urges the use of American National Standard Institute (ANSI) S12.60-2002 (American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools) to improve classroom acoustics. The ANSI standard sets out guidelines for designing new classrooms, or renovating old ones, to reach acoustical performance criteria needed to make sounds intelligible for most participants in learning spaces. 2p.
Classrom Acoustics Guidelines.
http://www.marylandpublicschools.org/NR/rdonlyres/FCB60C1D-6CC2-4270-BDAA-153D67247324/10128 (Maryland State Dept. of Education, Baltimore , Jun 2006)
Discusses the components and importance of good classroom acoustics, the American National Standards Institute Standard S12.60-2002 for classroom acoustics, typical existing classroom conditions, and the cost impact of the Standard. Advice for new construction, renovation, and retrofit is included that covers planning, design, furnishings, equipment, HVAC systems, plumbing noise, construction practices, post-occupancy inspection, sound field amplification systems, indoor air quality considerations, and portable classrooms. Includes 42 references. 36p.
Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report.
http://www.nap.edu/catalog/11574.html (National Academy Press, Washington , 2006)
Details findings and recommendations of a National Research Council study that discovered a lack of evidence-based studies on the benefits of green schools, a large number of confounding factors and variables complicating the research, a need for more attention to moisture control in green school guidelines, considerable evidence concerning the effect of indoor air on occupant productivity, inconsistent results on the association between daylighting and student performance, and a link between decreased noise levels and increased student achievement. Includes 146 references. 80p.
ISBN-0-309-65769-5
EMGT Field Project: The Impact of Civil Rights Legislation on Classroom Acoustics.
https://kuscholarworks.ku.edu/dspace/handle/1808/893 Teel, Jeffrey (University of Kansas, Lawrence , Dec 16, 2005)
Reviews events leading up to a 1997 petition to the Architectural and Transportation Barriers Compliance Board, alleging that poor classroom acoustics constituted an architectural barrier to students receiving an education. This ultimately led to the 2002 creation of ANSI Standard S12.60 for classroom acoustics. Levels of and reasons for compliance and opposition to the standard are reviewed, and suggestions for furthering the work of the standard are included. A glossary and 25 references are included. 30p.
Personal Computer, Printer, and Portable Equipment Noise in Classrooms.
http://www.acoustics.org/press/150th/Hellweg.html Hellweg, Robert; Dunens, Egons; Baird, Terrance; Olsen, John (Acoustical Society of America, Melville, NY , Sep 2005)
Recommends maximum sound power levels for personal computers, laptops, printers, projectors, and servers in classrooms. Also matches the types of devices with their respective sound output levels, with suggestions on how to arrange equipment so that noise impact is minimized. 4p.
Classroom Acoustics. Implementing a New Standard.
http://www.access-board.gov/acoustic/index.htm (U.S. Access Board, Apr 2005)
This provides background information on the development of a classroom acoustics standard, and lists states, local jurisdictions, and boards of education that have taken action on classroom acoustics.
ARI Classroom Acoustical Study.
http://web.archive.org/web/20060923011622 (Air-Conditioning and Refrigeration Institute, Arlington, VA , 2005)
Summarizes a study of existing classrooms in light of ANSI standard S12.60, Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools. The study revealed that meeting the standard will require care in the application of HVAC equipment, the costs of implementing the standard are significant, partition walls that did not meet the Standard failed because of poor construction quality, and almost all classrooms met the Standard for reverberation times, even though that did not guarantee an acoustically acceptable room. 4p.
Lecture Halls-Room Acoustics and Sound Reinforcement.
http://www.arch.ethz.ch/eggenschwiler/vortrag13.html Eggenschwiler, Kurt (ForumAcusticum 2005 , 2005)
Describes the author's experience with lecture hall acoustics, sound reinforcement, and audio frequency induction loops for the hearing impaired. Proper room shape, background noise issues, and sound systems, reverberation times, and speech intelligibility are covered. Includes 16 references. 6p.
Acoustics for Libraries.
http://www.librisdesign.org/docs/AcousticsLibraries.pdf Salter, Charles M. (Libris DESIGN, funded by The Institute of Museum and Library Services , 2005)
The acoustical design issues for libraries involve the following principal issues discussed in this document: 1) site noise considerations; 2) establishing noise standards for each use space, including limitation of excessive ventilation noise; 3)room acoustics considerations; 4)sound isolation between various use spaces; 5)vibration control for mechanical equipment; and 6)audio/visual system considerations.
Acoustic Design of Schools. Building Bulletin 93. [United Kingdom]
http://www.teachernet.gov.uk/ (Department for Education and Skills, Architect and Buildings Branch, London, UK , Dec 2003)
This bulletin provides a regulatory framework for the acoustic design of schools in the United Kingdom; gives supporting advice to and recommendations for planning and design of schools; and provides a comprehensive guide for architects, acousticians, facilities managers, clients, and others involved in the design of new schools. Sections include: 1) Specification of acoustic performance; 2) Noise control; 3) Insulation from external noise; 4) The design of rooms for speech; 5) The design of rooms for music; 6) acoustic design and equipment for pupils with special hearing requirements; 7) Case studies; and 8) Appendices.
207p.
Report NO: ISBN: 0112711057
Listening for Learning 1: The Importance of Good Classroom Acoustics.
http://www.quietclassrooms.org/ada/adahandout1.htm (U.S. Access Board, Washington , Oct 2003)
Describes the role that excess noise can play in limiting learning and refers to resources for parents, advocates, and designers. 2p.
Listening for Learning 2: Will Our New Classrooms Meet the Standard?
http://www.quietclassrooms.org/ada/adahandout2.htm (U.S. Access Board, Washington , Oct 2003)
Suggests resources to obtain and questions to ask of an architectural firm regarding acoustical considerations in new schools. 2p.
Listening for Learning 3: Counting the Costs of Noisy vs. Quiet Classrooms.
http://www.quietclassrooms.org/ada/adahandout3.htm (U.S. Access Board, Washington , Oct 2003)
Compares the higher cost of providing individual acoustical accommodation on an as-needed basis to building a new school that is acoustically accessible to all. 3p.
Listening for Learning 4: A Checklist for Classroom Acoustics.
http://www.quietclassrooms.org/ada/adahandout4.htm (U.S. Access Board, Washington , Oct 2003)
Presents a checklist for sources of excessive noise that can inhibit hearing and comprehension, especially for children whose developing language skills require higher speech intelligibility. 2p.
Listening for Learning 5: Retrofitting a Noisy Classroom.
http://www.quietclassrooms.org/ada/adahandout5.htm (U.S. Access Board, Washington , Oct 2003)
Presents a list of possible building modifications to control excessive classroom noise at the source and along its path. 3p.
Acoustics and Learning.
http://www.3di.com/rnd/Files/Standards/Acoustics.pdf Avant, Jim (3D/I, Houston, TX , 2003)
Reviews ways to reduce mechanical noises and disturbance from neighboring spaces within schools, and offers suggestions on controlling reverberation and sound enhancement technology. 5p.
Case Study: Four University Law Lecture Auditoria Renovated for Improved Acoustics.
http://www.jeacoustics.com/library/pdf/nc03_051.pdf Knight, Sarah B.; Evans, Jack B. (JEA Acoustics, Austin, TX , 2003)
Describes the renovation program for four university lecture auditoria, built in 1961 and previously renovated in 1980. The auditoria consisted of tiered levels with fixed tables and hinged seating. Speech intelligibility was poor due to incorrectly placed absorptive and diffusive surface finishes. Before and after acoustical measurements, the complete list of recommendations (some of which were not implemented), photographs, drawings, and data charts are provided. (Includes 5 references.)
8p.
A Crash Course in Classroom Acoustics.
http://www.acousticalsurfaces.com/articles/crashcourse.htm Nixon, Mike (Acoustical Surfaces, Inc., Chaska, MN , 2003)
Provides lay-language guidance for evaluating the acoustics of a classrooms. A variety of acoustical factors are described, including room shape, materials and surfaces, potential internal and external noise sources, occupant considerations, construction techniques, and even the speaking voice of the teacher. Sound wave behavior and reverberation is described, along with instructions for measuring and reducing excess reverberation. 13p.
Acoustics in Schools.
http://www.eric.ed.gov/contentdelivery/ Singer, Miriam J. (Fairleigh Dickinson University, Teaneck, NJ , 2003)
This paper explores the issues associated with poor acoustics within schools. Additionally, it suggests remedies for existing buildings and those under renovation, as well as concerns for new construction. The paper discusses the effects of unwanted noise on students in terms of physiological, motivational, and cognitive influences. Issues are addressed for both the regular learner and the special needs student. The cost of inadequate or inappropriate acoustical control is also described. Included is a technical discussion relating to the appropriate levels of signal to noise ratio, articulation loss of consonants, noise criteria rating, and reverberation. 18p.
ERIC NO: ED477368 ;
The Importance of Interior Design Elements as They Relate to Student Outcomes.
http://www.eric.ed.gov/contentdelivery Tanner, C. Kenneth; Langford, Ann (Carpet and Rug Institute, Dalton, GA. , 2003)
This study investigated the following questions: (1) "What are the perceptions that elementary school principals have concerning the influence of interior design elements such as floor and wall coverings, lighting, flexibility, acoustics, color, texture, patterns, cleanliness, and maintenance on student achievement, teacher retention, and student attendance?" (2) "Do the acoustics of the environment relate significantly to student achievement?" (3) What floor coverings in the classroom relate significantly to the acoustics of the classroom?" and (4) "Are there any possible links between floor coverings in the classroom and student achievement?" The study found that in all subject areas studied, students attending schools having carpeted classrooms had higher achievement scores than those attending schools having hard surfaced classrooms. The study also found that the importance of a school's interior design is slightly higher for school principals than for teachers. 49p.
ERIC NO: ED478177;
Progress Toward A New Standard on Classroom Acoustics.
for Children with Disabilities
http://web.archive.org/web/20050329084534/ (U.S. Access Board, Washington, DC, Oct 2002)
Describes steps taken since 1997 by the U.S. Architectural and Transportation Barriers Compliance Board (Access Board) to develop a new standard for classroom acoustics. The standard is intended particularly for children who are hard of hearing but benefits all teachers and students. This document provides resources on acoustics, including a general subject overview, journal and magazine articles, textbooks on acoustics, information about training, and links to related organizations. 4p.
American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools.
http://asastore.aip.org/shop.do?pID=109 (Acoustical Society of America, Melville, New York , Jun 26, 2002)
This standards publication provides acoustical performance criteria, design requirements, and design guidelines for new school classrooms and other learning spaces. The standards may be applied when practicable to the major renovation of existing classrooms. These criteria, requirements, and guidelines are keyed to the acoustical qualities needed to achieve a high degree of speech intelligibility in learning spaces. Design guidelines in the appendices are intended to help facilities meet performance and design requirements, however they do not guarantee conformance. Test procedures are provided when conformance to this standard is to be verified. This standard is now available for download at no cost. You will be asked to set up a user name and password and go through the check out screen but no credit card information is required and there is no cost.
50p.
Report NO: ANSI S12.60-2002
Classroom Acoustics: A New Zealand Perspective.
http://download.contentx.ch/160/new%20zeeland.pdf (Oticon Foundation, Wellington, New Zealand , Jun 2002)
Presents the findings of a research project into the acoustical characteristics of New Zealand primary classrooms. Teachers were asked to rate their classroom listening environment on a scale from 1 being very good to 5 being very poor, the mean rating was 2.8, with the median and mode values being 3 (i.e. the "acceptable" rating). 7% of teachers rated the listening environment as very good, 32% good, 34% acceptable, 21% poor and 6% very poor. When asked why they rated a room as "poor" or "very poor" the majority listed "too much echo", and "noise level produced by students too high" or cited noise from outside the room as a problem. A discussion of teaching styles, classroom acoustical characteristics, noise sources, speech perception, and hearing impairment is included, along with recommendations for proper classroom acoustics. 44p.
The Acoustical Environment.
http://www.eric.ed.gov/contentdelivery Smith, Melissa (Carpet and Rug Institute, Dalton, GA , May 25, 2002)
Asserting that without an adequate acoustical environment, learning activities can be hindered, this paper reviews the literature on classroom acoustics, particularly noise, reverberation, signal-to-noise ratio, task performance, and recommendations for improvement. Through this review, the paper seeks to determine whether portable classrooms provide acoustically adequate environments for learning. 19p.
ERIC NO: ED478178;
Classroom Acoustics II: Acoustical Barriers to Learning.
http://asa.aip.org/classroom/bookletII.pdf Nelson, Peggy; Soli, Sigfrid; Seltz, Anne (Acoustical Society of America, Melville, NY , 2002)
Provides an overview of the need for quiet classrooms, with information on the problems experienced by students and teachers as a result of excessive noise and reverberation in classrooms. The evidence of children's special need for favorable classroom acoustics, as revealed in research, is detailed, with special attention focused on children learning English as a second language, with ear infections, and with permanent hearing loss. Includes 150 references. 13p.
Health, Energy and Productivity in Schools: Overview of the Research Program .
http://www.chps.net/info/iaq_papers/PaperIV.1.pdf Woods, J.E.; Penney, B.A.; Freitag, P.K.; Marx, G.; Hemler, B.; Sensharma, N.P. (Indoor Air 2002, The Ninth International Conference on Indoor Air Quality and Climate, Monterey, CA , 2002)
Describes a research program that has been initiated to quantify the effects of simultaneous control of indoor exposures (i.e., thermal, indoor air quality or IAQ, lighting, and acoustics) on specific measures of human response, student and teacher performance, and productivity. The pilot study is being conducted in six elementary schools in Montgomery County Maryland. Two matched triplets of schools have been selected, each with three 3rd grade and three 4th grade classrooms. Exposure, questionnaire, and system performance data are being acquired periodically before and after interventions. (Includes five references.) 6p.
Good Classroom Acoustics is a Good Investment.
http://www.nonoise.org/quietnet/qc/ica22001.htm Lubman, David; Sutherland, Louis C. (Paper presented at the 17th Meeting of the International Commission for Acoustics, Rome, Italy, Sep 2001)
Identifies and estimates some of the costs for good acoustics in new construction, economic benefits of good acoustics, and hidden costs of marginal or poor acoustics. Compares costs and benefits using recent data available in the United States. Notes that the economic benefits of good acoustics far outweigh the costs and that it is therefore a good economic investment to ensure that classrooms have good acoustics. Provides two charts and a reference to a related paper.
4p.
The Impact of Classroom Acoustics on Scholastic Achievement.
http://www.nonoise.org/quietnet/qc/ICA2001.htm Sutherland, Louis C.; Lubman, David (Paper presented at the 17th Meeting of the International Commission for Acoustics, Rome, Italy, Sep 2001)
Discusses the relationship between scholastic achievement and acoustics, as well as the need to set clear limits for noise and reverberation in classrooms. Examines noise and reverberation, discussing how these two controllable variables are the main factors determining the effectiveness of speech communication in classrooms. Reviews speech communication criteria and studies linking scholastic performance with acoustical noise or reverberation. Concludes that poor classroom acoustics in the form of excessive background noise can create a barrier to learning and reduced scholastic achievement. Lists seventeen references.
6p.
Classroom Speech Intelligibility
http://www.mcsquared.com/classrooms.htm (Mc Squared System Design Group, Inc, North Vancouver, BC, Canada, 2001)
This document notes that controlling excess reverberation time is a critical factor in providing speech intelligibility in classrooms. The researchers provide both graphs and actual sound clips of speech when the reverberation time is varied for a test classroom that measures 40 feet by 40 feet, with 10-foot ceilings.
Classroom Acoustics: Understanding Barriers to Learning.
http://www.eric.ed.gov/contentdelivery Crandell, Carl C., Ed.; Smaldino, Joseph J., Ed. (Alexander Graham Bell Association for the Deaf and Hard of Hearing, Washington, DC , 2001)
This monograph is for parents, teachers, school administrators, audiologists, speech-language pathologists, or architects. Guides through the process of thinking about, and improving,
classroom acoustics. Topics include the effects of background noise and reverberation,
specific acoustical modifications, the demographics of classrooms (and how this affects the
need for good acoustics), legal issues, assistive technology, and more. 63p.
ERIC NO: ED467382 ;
Federal Interagency Committee on Aviation Noise FICAN Position on Research into Effects of Aircraft Noise on Classroom Learning.
http://www.fican.org/pdf/Effects_aircraft.pdf (Federal Interagency Committee on Aviation Noise, San Diego, CA , Sep 2000)
Presents proceedings from a symposium session that examined the effects of external noise from aircraft on the classroom environment. The research focused on the cognitive and mental health effects of noise on children, the acoustical needs of classrooms, and the practical implementation of sound insulation in schools. The report incorporates the full text of the Federal Interagency Committee on Aviation Noise Position on Research into Effects of Aircraft Noise on Classroom Learning. 7p.
Classroom Acoustics. A Resource for Creating Environments with Desirable Listening Conditions.
http://asa.aip.org/classroom/booklet.html Seep, Benjamin; Glosemeyer, Robin; Hulce, Emily; Linn, Matt; Aytar, Pamela (Acoustical Society of America, Technical Committee on Architectural Acoustics, Melville, NY , Aug 2000)
This booklet provides a general overview of classroom acoustic problems and their solutions for both new school construction and renovation. Practical explanations and examples are discussed on topics including reverberation, useful and undesirable reflections, mechanical equipment noise, interior noise sources, and sound reinforcement. Examples of good and bad acoustical classrooms are highlighted along with a case study involving an older classroom in an older university building where complaints of poor acoustics had been received. The booklet's final section addresses acoustical guidelines for special rooms such as cafeterias and gymnasiums. An appendix provides quantitative definitions and calculations as well as resources for more detailed information. 16p.
TO ORDER:
Acoustical Society of Americahttp://asa.aip.org/classroom.html
Using Caltrans Noise Analysis Protocol
Methodology to Determine Insertion Loss of Classrooms at a High School
Greene, Michael (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 02, 2000)
The construction of a new freeway adjacent to an existing high school in eastern San Diego
County, California, prompted the need for a rigorous analysis of the noise effects on the
school. The insertion loss of structures (with windows and doors open and closed) at a high
school was measured using the recently published California Department of Transportation
(Caltrans) Noise Analysis Protocol. Both the school district and Caltrans agreed upon the
details of the measurement methodology prior to the tests. The test setup consisted of two
commercial-grade loudspeakers mounted atop a manually operated lift, associated
amplifiers, pink-noise generator, a real-time noise analyzer, and sound-level meters. Noise
levels were measured at equivalent distances in the absence of and then inside the room of
interest, to derive the structure's insertion loss. This was done at incident angles of 30, 45,
60, and 75 deg to the building facade. The resultant data from these measurements required
the use of specially designed spreadsheets to effectively analyze and present the results. The
results of the measurements indicated that improvements to the older classrooms near the
freeway would be necessary in order to meet the indoor noise standard for classroom
spaces.
TO ORDER:
Michael Greene,URS Greiner Woodward Clyde, 2020 E. First St., Ste. 400, Santa Ana, CA 92705
Eliminating Acoustical Barriers to Learning in Classrooms---Case Study of Reverberation Reduction in Elementary School Gymnasiums
Brooks, Bennett M. (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
A gymnasium can be a highly reverberant space. This is a consequence of the large room
volume coupled with an abundance of hard surfaces. School designers frequently overlook
the need for reverberation control in gymnasiums, cafeterias, and other large school rooms.
The high level of reverberation promotes a high noise level and interferes with speech
intelligibility, degrading the primary functions of those spaces. Moreover, those rooms are
often used for additional functions, such as student assemblies, community meetings, and
school performances, which will also suffer from excess reverberation. A case study is
presented for two elementary school gymnasiums, each with mid-frequency reverberation
times of about 5 s. Renovation treatments to control reverberation were developed using
simple computer models. Significant reductions in reverberation and noise level were
achieved. As a result, student manageability was improved, and teacher sanity was restored.
TO ORDER:
Bennett M. Brooks,Brooks Acoust. Corp., 27 Hartford Turnpike, Vernon, CT 06066, bbrooks@brooks-acoustics.com
Eliminating Acoustical Barriers to Learning in Classrooms---Case Study of Window Ventilator Noise
Brooks, Bennett M. (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 2000)
Room ventilation systems have long been a major cause of noise in classrooms. The recent
drive for energy efficiency has motivated schools to partner with utility companies to replace
aging central HVAC systems with individual room heat pump window ventilator units for
space heating and cooling. An unfortunate consequence is that these window ventilators are
significant noise sources. A typical window unit can produce 70 dB(A), or more, at 1 m.
Clearly, this is unacceptable. Either ventilator manufacturers must commit to reduce unit
noise output by at least 30 dB, or school designers must abandon the wall ventilator option
in favor of quiet central HVAC installations.
TO ORDER:
Bennett M. Brooks, Brooks Acoust. Corp., 27 Hartford Turnpike, Vernon, CT 06066, bbrooks@brooks-acoustics.com
Optimal Classroom Design Applied in the OSU
Fisher School of Business Graduate Studies Gerlach Hall
http://scitation.aip.org/ Campanella, Angelo (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
Describes the architectural acoustics design for the graduate studies program which
included many classrooms of 40 to 100 seat capacity, as well as stock market and
communications laboratories. The classrooms were to include distance learning that required
teleconferencing capability. To these ends, all classrooms were designed for NC-25
background noise and [1+log(V)]/10 reverberation time. Measurements of the background
noise of three classrooms and the reverberation time of one classroom are presented.
A Classroom Acoustic Model to Evaluate
Prescriptive Options to Meet a Performance Standard
Godfrey, Richard D. (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
A standard to prescribe the acoustical performance of classroom spaces is now under
development. As drafted, the standard will contain performance requirements, and many
members of the working group would like to include prescriptive requirements as well. In
order to make these two approaches consistent, an acoustical model of the classroom space
is needed to predict the effects of component performance on the overall acoustic
performance of the space. A model based on classical acoustics has been developed which
allows the designer to select components performance characteristics from menus of
measured performance. These input data are entered into an energy balance which predicts
the classroom sound pressure level as a function of position in the room and the
reverberation time. These performance characteristics are then compared to various metrics
being considered by the working group. In this paper the formulation of the model is
described, and proposed prescriptive options evaluated for consistence with the
performance metrics.
TO ORDER:
Richard D. Godfrey, Integrex, Bldg. 75, 2790 Granville Rd., Granville, OH 43023, dick.godfrey@owenscorning.com
Designing and Building for Quiet in a School for Deaf Children
Guenther, John; Adrian, Marcus; Weissenburger, J. T.; Clark, William (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
Central Institute for the Deaf (CID) recently completed construction of a new 42,000-square foot
school for deaf children. High priority was placed upon designing and building a facility that
would provide ideal acoustic environments that fostered learning and auditory/oral
communication for students wearing powerful hearing aids or cochlear implants and
teachers. A team composed of scientists, architects, and acoustical engineers was assigned
the task of designing and building a school that would provide classroom environmental
levels at or below the NC 20 contour, interclassroom attenuation exceeding 50 dB,
reverberation times on the order of 0.4 s, and sound reinforcement for teachers' voices
when facing the blackboard. In group spaces and in the hallways, higher noise levels and
longer reverberation times were sought to provide students with experiences more like those
faced in the real world. Challenges included a site bounded by a busy interstate highway and
a medical center heliport. The team developed and implemented numerous unique acoustic
treatments for the facility which are reviewed in the presentation. Although designed as a
school for the deaf, the approaches are useful for designing any educational classroom
environment. The school opened on January 10, 2000 and met all acoustic criteria.
TO ORDER:
http://scitation.aip.org/
Improving Existing Classroom Sound Isolation
for Advance Media Capabilities
Hougland, Dana (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
A series of tests was conducted to assess the incremental improvement of the noise
reduction and sound transmission loss between adjacent classrooms with various
impovements to the demising construction. Classrooms were originally constructed without
full height walls. Tests were conducted before modifications were implemented and after
each modification was completed. The investigation was conducted as part of a larger
classroom improvement project design to bring advanced media capabilities into 60 college
classrooms campus wide. The results of the testing program are presented.
TO ORDER:
Dana Hougland, A CODA Acoustic, LLC 9603 E. Orchard Dr., Englewood, CO 80111, acoda@aol.com
Classroom Acoustics: The Effects of
Background Noise and Room-Finish Materials on Speech Intelligibility
Siebein, Gary (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
This paper reviews recent research conducted at the University of Florida defining
conditions in actual school classrooms that contribute to speech intelligibility. Many
classroom settings were observed to determine how communication paths among teachers
and students occurred in modern classrooms. A survey of classrooms was conducted with
measurements of background noise levels, STI, and reverberation time made in the rooms at
locations corresponding to those found in actual rooms. A computer model and a physical
model of a typical classroom were constructed to further study classroom acoustic
situations. A second-order curve was found relating RASTI to background noise levels (as
a result of air-conditioning system noise) and distance from the teacher. The effects of
room-finish materials played a secondary role in increasing RASTI once background noise
levels of NC 32 or less were achieved.
TO ORDER:
Gary Siebein, Dept. of Architecture, Univ. of Florida, P.O. Box 115702, Gainesville, FL
32611-5702
Acoustical Design of Learning Spaces
Tan, Paul (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, GA, Jun 01, 2000)
Discusses the criteria for
designing a fully integrated learning environment, wherein human factors and technological
systems function symbiotically within a carefully optimized space. This paper
explores the impact of room acoustics, sound isolation, building systems, and equipment
noise on the functionality and success of the modern learning environment through selected
design cases.
TO ORDER:
Paul Tan, Pelton Marsh Kinsella, 1420 W. Mockingbird Ln., #400, Dallas, TX,75247, tanpl@c-b.com
Subjective Evaluation of Speech Intelligibility
Nilsson, Erling; Hammer, Per (Paper presented at the Institute of Acoustics 2000 conference, University of Liverpool, UK , Apr 17, 2000)
The acoustics of a classroom is one of the important factors that influence the educational achievement of children. The aim of this work was to
investigate how subjectively perceived speech intelligibility is influenced by different types of ordinary absorber treatment in a classroom. Especially the relation between subjectively perceived speech intelligibility and reverberation
time respectively RASTI-values was investigated. A listening test was carried out in order to classify the different treatments in respect to
achieved speech intelligibility. The non-diffuse character of the sound field in
rooms with ceiling treatment was observed and discussed.
TO ORDER:
Health and Safety Executive, Magdalen House, Stanley Precinct, Bootle, Merseyside. L20 3QZ. U K
Empirical Prediction of Speech Levels and Reverberation in Classrooms.
Hodgson, Murray (School of Occupational and Environmental Hygiene and Dept. of Mechanical Engineering, University of British Columbia, Vancouver , 2000)
This paper discusses the development of empirical models for predicting speech levels and reverberation times in classrooms in various states of occupancy. The models were shown to re-predict the average values of the measured quantities in the original data set with high accuracy, but they tended to underestimate the variability in the data. Predictions are presented to illustrate the performance of the models in the case of small and large hypothetical classrooms with low and high surface absorption, when unoccupied and occupied. The results are consistent with those measured in real classrooms. In particular, the speech-level model predicts physically realistic decreases with distance from a speaker to a listener. The experimental data is also used to determine typical effective absorption coefficients for three classroom features: carpeted floors, absorbent ceilings, and upholstered seating on carpeted floors, indicating the real-world performance that can be expected of these features. 1-14p.
TO ORDER:
On Demand Papershttp://www.multi-science.co.uk/ondemand.htm
Response to Petition for Rulemaking on Classroom Acoustics.
http://www.access-board.gov/acoustic/acoustic.htm (Federal Register, Nov 08, 1999)
This document responds to a petition for rulemaking on classroom
acoustics. The Architectural and Transportation Barriers Compliance
Board (the Access Board) will support the development of a standard on
classroom acoustical design by the American National Standards
Institute (ANSI) Committee on Noise (S-12), under the secretariat of the
Acoustical Society of America (ASA). Resources and technical
assistance on classroom acoustics are provided in this document.
Classroom Acoustics.
http://web.archive.org/web/20071029102233 Erdreich, John (Council of Educational Facilities Planners International, Scottsdale, AZ , Jun 1999)
This report examines the problem of acoustic inadequacy in the classroom, how it affects students and teachers, and possible solutions. It explains how to predict classroom adequacy for communication by assessing the level of speech in competition with other noise, and the level of that competing noise itself in terms of reverberation that allows sound buildup. How classroom adequacy for communication can be calculated is explained along with the calculation of the Articulation Index in relation to heating and ventilation system noise. Final comments provide recommended approaches to new designs or retrofits. 4p.
Classroom Amplification: Not Just for the Hearing Impaired Anymore
http://www.csun.edu/cod/conf/1999/proceedings/session0134.htm Dahlquist, Lori Hubble (Paper presented at The Center on Disabilities conference "Technology and Persons with Disabilities," Los Angeles, CA, Mar 15, 1999)
This paper discusses the difficulties that children with central auditory
processing difficulties can have in the classroom environment.
Classroom acoustics that can hinder a child's accessibility to instruction
are discussed, including open windows or windows not designed to be
acoustic barriers, increased reverberation time in rooms with high
ceilings, bare floors and walls, and high ambient noise. Soundfield
equalization is described as a classroom listening strategy that creates
an environment where each child is at a favorable speaker-listener
distance by routing the teacher's voice through small, wireless,
high-fidelity public address systems self-contained in the classroom. The
positive results that students have had in classrooms with soundfield
equalization are highlighted.
Rethinking Classroom Acoustics.
http://web.archive.org/web/20060218034030/ (Proceedings from ASHRAE Winter Meeting Seminar HVAC Noise in Classrooms: Overcoming Barriers to Learning , 1999)
Summaries of presentations on acoustical criteria made simple; the
effect of acoustical barriers to learning in the classroom; factors affecting
children's speech communications in classrooms; designing quiet HVAC
systems for classrooms; and cost of noise control in classroom HVAC
systems.
Modifying Classroom Acoustics for Students with CAPD
http://pages.cthome.net/cbristol/capd-fm.html Bristol, Caroline (Resources for Parents of Children with Central Auditory Processing Disorders, 1999)
This includes several position papers and articles by different
authors on legal requirements; FM systems; and sound field amplifiers
(speakers).
Seeking Improved Speech Intelligibility in a
University Classroom
Heerwagen, Dean R.; Sampson, Paul D. (Paper presented at the 139th Meeting of the Acoustical Society of America, Atlanta, Ga, 1999)
Speech intelligibility has been studied while systematically modifying an existing classroom.
The ``original'' classroom had acceptable background noise levels, but excessive
reverberation. Room modifications included installing a lowered ceiling and successive
additions of absorption to the classroom walls. The unoccupied rhyme tests (RTs) at 1 kHz
progressed from an ``original'' 1.10 s to a ``final'' 0.53 s. Modified rhyme tests (MRTs)
were also conducted with a volunteer group of faculty and staff. For each room condition,
MRTs were administered across a range of signal-to-noise ratio (SNR) conditions. The
principal parameters of this study were the physical conditions of the room (as indicated by
RT and U50 measures), the test scores, the SNRs for the tests, distances between a
loudspeaker and each volunteer, whether the volunteer was a native English speaker, and
whether the volunteer was normal hearing or hearing impaired. Statistical analyses of the
data indicate that the most important determinant of test performance was the SNRs. The
correlation between test scores and RTs is also significant, but less so. Additionally,
correlations between test scores and native and non-native speakers and between test
scores and those with and without hearing impairment were also significant.
TO ORDER:
Dean R. Heerwagen, Univ. of Washington, Box 355720, Seattle, WA 98195-5720
Design of Child Care Centers and Effects of Noise on Young Children.
http://www.designshare.com/Research/LMaxwell/NoiseChildren.htm Maxwell, Lorraine E.; Evans, Gary W. (Design Share , 1999)
There is a considerable amount of research documenting the effects of
noise on children. The effects are largely negative. Research findings in
this field are described, current research by Maxwell and Evans is
discussed, and design issues related to noise and child care centers are
outlined. 4p.
Classroom Acoustics.
http://web.archive.org/web/20040423134940/ Educational Audiology Review Newsletter; Summer 1998
Includes articles, presentations, and courses, current initiatives,
resources, and links to lists of resources as well as related sites.
Adapting the Regular Classroom for Students Who Are Deaf/Hard of Hearing
http://www.eric.ed.gov/contentdelivery Easterbrooks, Susan R. (Paper presented at the Annual Convention of the Council for Exceptional Children, Minneapolis, MN , Apr 18, 1998)
This paper describes several tools that teachers can use to ensure that
modifications for students with hearing impairments in the regular
classroom are both available and of sufficient quality. Specific
suggestions are offered for modifying the acoustic environment so that
standards for the ambient noise level and the signal to noise ratio are
met. Guidelines for using an interpreter in the classroom and information
on interpretation, types of certifications, interpreter roles and
responsibilities, and the relationship between interpreter and teacher are
offered. The use of classroom note-takers is discussed including
technical equipment and decisions regarding use of a professional or a
volunteer. Handouts and overheads are attached. 28p.
ERIC NO: ED418542 ;
Acoustics and Noise Control Handbook for Architects and Builders
Irvine, Leland; Richards, Roy (Krieger Publishing Company, 1998)
A guide for lecture courses for architectural and engineering students at the graduate or undergraduate level, but also a reference for professionals with no background in acoustics or building noise control. Emphasizes the most common categories of projects, including educational and medical facilities, office buildings, multifamily residences, multipurpose auditoria, and churches. Most of the acoustic data is presented graphically, and the principles and procedures are explained in text. 194p.
ISBN-0894649221
Eliminating Acoustical Barriers to Learning in Classrooms
(Acoustical Society of America, Washington, DC, Dec 06, 1997)
This collection of presentations covers technical aspects of classroom
acoustics; design regulations, guidelines and standards; noise control
options; classroom audio amplification systems; multimedia and
classrooms of the future. 220p.
TO ORDER:
Lou Sutherland, 27803 Longhill Dr., Rancho Palos Verdes,
CA 90275-3908
Workshop on Acoustics and Learning
Los Angeles, CA
http://www.nonoise.org/quietnet/qc/workshop/dec97shp.htm (Presentations from the Workshop On Classroom Acoustics held at the House Ear Institute in Los Angeles, California. , Dec 06, 1997)
Summaries of sessions on technical aspects of classroom acoustics, students at risk, acoustic design requlations, clinic on noise control options, classroom audio amplification systems, and multimedia and classrooms of the future.
Guidelines for Classroom Acoustics in New Construction
http://www.nonoise.org//quietnet/qc/workshop/ (Acoustical Society of America, Workshop on Acoustics and Learning, Washington, DC , Dec 1997)
This classroom acoustics design guideline checklist was developed in
response to the Request for Information of the Architectural and
Transportation Barriers Compliance Board. Includes questions and
answers intended to assure that acoustical considerations are
appropriately addressed in the design process and in construction of
new schools.
Pilot Studies of Speech Communication in Elementary School Classrooms: Literature Review and Methods.
http://www.nonoise.org/quietnet/qc/workshop/2paaa4_1.htm Abbott, Phillip; And Others (Paper presented at Acoustical Society of America Conference, State College, PA , Jun 17, 1997)
This paper describes a study that will investigate the dynamic,
reciprocal interactions among young children, teachers,
learning and communication in classroom settings. The study
seeks to identify concerns from teachers and students who
use the rooms, addressing the following issues: how teachers
and students assess the quality of communication and learning
in the rooms; the perceived qualities to acoustical attributes or
architectural features of the rooms; the importance of these
communication and acoustical qualities to other aspects of the
classroom environment; and how these selected data from
previous research are highlighted and how the current
acoustical measurements, speech recognition tests, and
learning qualities tests to be used. (Contains 20 references.) 4p.
Pilot Studies of Speech Communication In Elementary School Classrooms
http://www.auditory.org/asamtgs/asa97pen/2pAAa/2pAAa4.html Crandell, Carl et al (Abstract of paper presented at the 133rd Meeting of the Acoustical Society of America, State College, PA , Jun 1997)
The purpose of the present investigation was to examine the relations
between teaching methods, speech-recognition measures, acoustical
measurements, and the architectural design features of classrooms.
Data obtained will be used to develop appropriate classroom acoustics
for elementary school children.
Can Noise Levels at School Gymnasia Cause Hearing Loss: A Case Study of a Physical Education Teacher
http://www.nonoise.org/quietnet/qc/workshop/2paaa7_1.htm Jiang, Tao et al (Popular version of paper presented at the 133rd Acoustical Society of America Meeting, State College, PA, Jun 17, 1997)
Noise
at schools has attracted attention from acoustic scientists and
audiologists; there is amounting evidence that excessive noise is
widespread in educational settings. Poor acoustic conditions reduce
speech intelligibility in classrooms and affect attention and academic
performance of students. Noise makes teachers uncomfortable and can
even be detrimental to their teaching.
America's Need for Standards and Guidelines to Ensure Satisfactory Classroom Acoustics
http://www.auditory.org/asamtgs/asa97pen/2pAAa/2pAAa1.html Lubman, David. (Popular version of paper presented at the 133rd Meeting of the Acoustical Society of America, State College, PA , Jun 17, 1997)
National standards or guidelines for classroom acoustics are a needed
response to President Clinton's Call to Action for American Education in
the 21st Century. This initiative for classroom acoustic standards is
timely because of the national thrust to modernize school buildings and
undertake new school construction. 3p.
Impact of Hearing Loss on Children in Typical School Environments.
http://www.auditory.org/asamtgs/asa97pen/2pAAa/2pAAa2.html Nelson, Peggy B. et al (Abstract of paper presented at the 133rd Meeting of the Acoustical Society of America, State College, PA , Jun 17, 1997)
Childhood hearing loss is a widespread problem with significant impact, an invisible condition resulting in communication problems that can ultimately interfere with learning and social development. Includes audio files that illustrate that even a mild hearing loss can have a significant impact on a child's ability to understand the teacher.
Revisiting Speech Interference by Noise in Classrooms and Considering Some Possible Solutions
http://www.auditory.org/asamtgs/asa97pen/2pAAa/2pAAa3.html Picard, Michel; Bradley, John S. (Popular version of paper presented at the 133rd Acoustic Society of America Meeting, State College, PA , Jun 17, 1997)
Today's classrooms are extremely noisy environments. In fact, they are
so noisy that most students from kindergarten to high school are likely
to experience significant problems hearing the voice of a teacher. A
review of current data on noise and reverberation in these facilities
indicates that poor acoustics is the prevailing condition rather than the
exception. 2p.
Acoustics in Educational Settings
(American Speech-Language Hearing Association, Subcommittee on Acoustics in Educational Settings, Bioacoustics Standards and Noise Standards Committee , Mar 1995)
ASHA has provided a position statement, guidelines, and acoustical improvement strategies to be considered when adding to, remodeling, or building new schools. Acoustical interference caused by inappropriate levels of background noise and reverberation presents a barrier to learning and communication in educational settings and school-sponsored extracurricular activities, particularly for students with hearing loss or other language/learning concerns. 5p.
Sound-Field FM Amplification: Theory and Practical Applications.
Crandell, Carl C.; Smaldino, Joseph J.; Flexer, Carol (Singular Publishing Group, Inc., San Diego, CA , 1995)
This book helps various professionals understand the benefits of
sound-field FM amplification technology for use in the classroom
environment, including parents who seek support and funding for
classroom sound-field amplification from a school. 246p.
ERIC NO: ED465256 ; ISBN-1-56593-450-4 TO ORDER: Singular Publishing Group, Inc., 4284 41st St., San Diego, CA 92105-1197 http://www.singpub.com
Acoustics of Auditoriums in Public Buildings
http://asa.aip.org/books/public.html Makrinenko, Leonid I.; Ratner, R.S. (Acoustical Society of America Publications, Washington, 1994)
This book elucidates problems related to acoustical quality in halls of public buildings in terms of the current state of the art in architectural acoustics. Acoustical properties of spaces are discussed and objective acoustical measures are presented. Methods of evaluating the acoustical quality of spaces for speech and musical programs are analyzed in detail. Attention is paid to the methods of the acoustical design of auditoriums including scale modeling. Examples are also given of acoustical solutions carried out in full-scale halls.
172p.
ISBN-1563963604
Classroom Amplification Systems -- Selection, Evaluation and Maintenance.
Thibodeau, Linda (Singular Publishing Group, Inc. San Diego, CA , 1994)
Provides helpful direction for establishing ongoing management of
assistive listening systems for children with limited hearing.
TO ORDER:
Singular Publishing Grouphttp://www.singpub.com
Acoustics and Sound Systems in Schools.
Berg, Frederick S. (Singular Publishing Group, San Diego, CA , 1993)
This book describes materials, equipment, and methods for solving or compensating for acoustic problems in educational facilities. Covers direct speech transmission; reflected speech transmission; noise competition; and teacher-to-student distance. Explores the various aspects of excessive noise and a noise control plan, including vibration protection, noise isolation, test equipment, and recording forms. Discusses roof surface modifications, vocal adjustments and classroom control, instrumental signal control possibilities, wireless technology for sound field devices for classrooms and the specifications and measurements of parameters of south system devices. 257p.
ISBN-1-56593-079-7
Tips: Improving Acoustics for Music Teaching.
Geerdes, Harold P. (Music Educators National Conference, Reston, VA , 1991)
A specifications pamphlet offers methods, ideas, and suggestions on how music educators can upgrade their existing music facilities or design new ones correctly. Guidelines address room acoustic fundamentals, how to critique a music room, hints on upgrading acoustic weaknesses, and general tips to follow when trying to maximize acoustics when performances are in other areas besides the music room. Concluding comments discuss the use of a consultant to help improve poor acoustical settings. An acoustics glossary is provided.
ERIC NO: ED438700 ; ISBN-1-56545-000-0 TO ORDER: Music Educators National Conference, 1806 Robert Fulton Dr., Reston, VA 20191; Tel: 703-860-4000 http://www.menc.org
Acoustical Design of Music Education Facilities.
McCue, Edward, Ed.; Talaske, Richard H., Ed. (Acoustical Society of America, Washington, DC , 1990)
This publication provides essays on the acoustical design of music education facilities and reproductions of posters describing 50 projects presented at the 117th Meeting of the Acoustical Society of American held in Syracuse, New York in May 1989. Essays are as follows: "Introduction to the Design Process" (Richard Talaske); "The Acoustical Consultant's Role" (Harold P. Geerdes); "The Architect's Perspective" (Lynn Molzan, Laurence O'Connor, and Steven Robinson); "Cost Control for Music Education Facilities" (James and Richard Vermeulen); "The Compleat Concert Hall" (R. Lawrence Kirkegaard); "Rethinking Recital Halls" (J. Christopher Jaffe); "Rehearsal Room Acoustics" (Edward McCue); "Matching the Organ to the Room" (Robert F. Mahoney); "Keeping Things Quiet" (William J. Cavanaugh); "Media Systems for Music Education" (Jim Gundlach); and "Lighting the Concert Stage" (Joshua Dachs). Project posters from Australia, Canada, France, Japan, Mexico, The Netherlands, South America, and the United States are included. Concluding sections provide a bibliography, an index, and an appendix of notable student designs. (Contains 19 references.) 220p.
ERIC NO: ED433691 ; ISBN-0883188104 TO ORDER: Acoustical Society of America http://asa.aip.org/publications.html
School Sound Level Study.
http://www.eric.ed.gov/ERICWebPortal/ (California State Department of Education, School Facilities and Transportation Division, Sacramento, CA , 1986)
This document is a report completed in 1975 to survey sound levels in
different kinds of spaces typically found in a variety of public schools
throughout California. On-site surveys were made and measurements
taken by staff members at 36 different schools throughout California. All
measurements listed and sound levels given in this report of the study
are intended to reflect typical active periods at each location. 14p.
ERIC NO: ED428521;
Divisible Auditoriums.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0805.pdf (Educational Facilities Laboratories, New York, NY , May 1966)
Reviews building designs which have been significant in the development of the divisible auditorium and theater and the fundamental concepts of the multi-purpose facility. The facilities range from teaching auditoriums in high schools to multi-arts theaters at a university. In addition, a section is included on the acoustics of the operable or movable partition which is often utilized in divisible facilities. 54p.
Acoustical Environment of School Buildings.
http://archone.tamu.edu/crs/engine/archive_files/EFL/6000.0807.pdf Fitzroy, Dariel; Reid, John L. (Educational Facilities Laboratories, New York, NY , 1963)
Discusses results of a field study made of the acoustical environment of schools designed for increased flexibility to meet the spatial requirements of new teaching methods. Questionnaires were sent to teachers in thirty-seven schools in all parts of the country. Teams of acoustical consultants then analyzed each school to accurately determine noise reduction, reverberation, speech interference level and articulation index. The collected data, discussion, and conclusions are presented for each school studied. 129p.
Breaking the "Sound Barrier" for Enhanced Classroom Learning.http://www.peterli.com/spm/resources/articles/archive.php?article_id=1964 Lawton, Christopher School Planning and Management; v47 n10 , p33,34,36 ; Oct 2008
Discusses HVAC industry attempts to create units that would comply with stricter standards for classroom acoustics, with particular attention to the additional challenges found in portable classrooms. The development and testing of units in selected California schools is detailed.
A Concrete Solution.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1858 Clary, Carl; Golden, Joe School Planning and Management; v47 n6 , p56,58-61 ; Jun 2008
Cites the virtues of precast concrete for school construction. These include lower construction costs, shorter construction time, high seismic and blast resistance, a wide variety of design options, and acoustical isolation.
UC San Diego's New Music Center Design Combines Acoustic Performance with Striking Visuals.
http://www.aia.org/aiarchitect/thisweek08/0208/0208d_sdmusic.cfm Boniface, Russell AIArchitect; Feb 2008
Profiles this facility featuring careful attention to acoustics in all spaces and abundant gathering spaces to encourage student interaction.
Turn it Down: Dealing with Acoustical Issues in Recreational Facilities.
http://www.recmanagement.com/200802gc01.php Barkman, Art Recreation Management; v9 n2 , p8 ; Feb 2008
Discusses strategies for reducing reverberation in recreational facilities, including acoustical ceilings and banners, wall treatments, and transmission of sound from gymnasiums to adjacent spaces.
Classroom Acoustics.
Architectural Record; , p25-28 ; Jan 2008
Advises on acoustical design for classrooms, with attention to ceiling height, reverberation time, material selection, wall construction, and remediation of acoustical problems in existing classrooms.
Meeting IAQ Guidelines.
http://www.peterli.com/archive/spm/1655.shtm Parrish, Richard School Planning and Management; v46 n11 , p36,38,40,41 ; Nov 2007
Details Minneapolis' new Burroughs Community School to illustrate opportunities for good indoor air quality and classroom acoustics through careful design, materials selection, and construction techniques.
Can You Hear Me in the Back?
SchoolsforLife; n5 , p36-38 ; Jun 2007
Reviews acoustical considerations for educational spaces, listing acceptable reverberation times and noise levels for classrooms, auditoriums, athletic facilities, and music rooms. Conflicting considerations of natural ventilation and noise control are discussed, as are acoustic treatments and amplification systems.
Sound Solutions.
Starkman, Neal T.H.E. Journal; v34 n6 , p22 ; Jun 2007
Poor classroom acoustics are impairing students' hearing and their ability to learn. However, technology has come up with a solution: tools that focus voices in a way that minimizes intrusive ambient noise and gets to the intended receiver--not merely amplifying the sound, but also clarifying and directing it. Using an Audio Enhancement system, teachers speak into a microphone, and speakers transmit the voice throughout the classroom. Teachers can also hook up the system to computers, DVD players, VCRs, interactive whiteboards, and just about any other classroom tool. They can capture audio and put it on the Internet. They can even tie everything into the school's public address system. [Author's abstract]
The Sound of Learning. http://www.peterli.com/archive/spm/1317.shtm Milshtein, Amy School Planning and Management; v46 n3 , p46,48,50,51 ; Mar 2007
Reviews the mixed state of classroom acoustics and the high number of students who are challenged at hearing or comprehension. Simple steps to improve classroom acoustics in the design s | ||
