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CLASSROOM ACOUSTICS
Information on acoustical standards, studies, and methods of calculating acoustical quality in classrooms and other school spaces, compiled by the National Clearinghouse for Educational Facilities. 
Implementing Classroom Acoustics Standards: a Progress Report.
http://www.access-board.gov/acoustic/ Thibault, Lois (U.S. Access Board, Feb 2009)
This reports on progress in implementing classroom acoustics standards that sets specific criteria for maximum background noise (35 decibels) and reverberation time (0.6 to 0.7 seconds) for unoccupied classrooms. Includes a list of states that have adopted the standards, a list of other classroom acoustics standards in use, international standards/guidelines, and other resources.
Criteria for New Constructions, Major Modernizations. 2009 Edition.
http://www.chps.net/content/037/2009_COCHPS_Criteria.pdf (Collaborative for High Performance Schools, San Francisco, CA , Jan 2009)
Presents the Collaborative for High Performance Schools (CHPS) guidelines for Colorado. Sections of the document address leadership, education, innovation, sustainable sites, water use, energy use, effect on climate, materials and waste management, lighting and daylighting, indoor air quality and thermal comfort, and acoustics. 214p.
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.
Architectural Acoustics.
Egan, David (J. Ross Publishing, Fort Lauderdale, FL, 2007)
Presents in a highly illustrated format the principles of design for good hearing and freedom from noise in and around buildings. More than 540 illustrations serve as the core of the basic principles of sound and hearing, sound absorption and noise reduction, sound isolation and criteria for noise, control of HVAC systems noise and vibrations, auditorium acoustics design, and electronic sound systems. Also included are checklists of design aids, data tables of sound absorption and sound isolation properties for a wide variety of building materials, case study examples of common problems and step-by-step practical solutions, access to useful formulas, a metric system conversion table, a summary of common building acoustics terms, and extensive references. This book is an unabridged republication of a 1988 edition by the same title.
448
TO ORDER:
http://www.jrosspub.com/Engine/Shopping/Catalog.asp?store=
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.
Classroom Acoustics Guidelines.
http://www.marylandpublicschools.org/MSDE/newsroom/publications/ (Maryland State Department 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.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://marylandpublicschools.org/MSDE/divisions/bus_svcs/sf/order_form
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.
Classroom Acoustics I. A Resource for Creating Environments with Desirable Listening Conditions. [Revised edition]
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 , May 2003)
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
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 , Apr 2003)
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.
Acoustics and Learning.
http://web.archive.org/web/20061015161255 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.
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.
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.
Health, Energy and Productivity in Schools: Overview of the Research Program.
http://www.irbnet.de/daten/iconda/CIB6546.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.
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.
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
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.
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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/index.php/articles 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.
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.
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.
TO ORDER:
Singular Publishing Group, Inc., 4284 41st St., San Diego, CA 92105-1197http://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.
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.
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.
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Rowman & Littlefield Education, A Division of Rowman & Littlefield Publishers, Inc., 4501 Forbes Blvd., Suite 200
Lanham, MD 20706; Tel: 717-794-3800; Toll free: 800-462-6420; custserv@rowman.com
http://www.rowmaneducation.com/Catalog
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.
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Acoustical Society of Americahttp://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.
Profiles of Significant Schools: Schools Without Walls.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.1417.pdf (Educational Facilities Laboratories, New York, NY , Jun 1966)
Discusses California’s approach to building open space schools for the elementary grades. Open space schools provide an environment which encourages innovation and interaction. However, acoustics, space, and scheduling are problems that have to be dealt with in construction and use. Floor plans are included. 60p.
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.
Classroom Amplification.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2297 Dolan, Thomas School Planning and Management; v48 n8 , p28-30 ; Aug 2009
Reviews the history of sound enhancement in classrooms, culminating in the introduction of infrared transmission that made amplification widely deployable without the use of scarce radio frequencies. Technology that adapts the reception of the teacher s voice to the needs of individual learners is described, as is the evolving comprehension levels of students as they get older and improved achievement in environments where audio enhancement is used.
Aural Report.
http://www.athleticbusiness.com/articles/article.aspx?articleid=2040&zoneid=15 Cohen, Andrew Athletic Business; v33 n4 , p64-66,68,70 ; Apr 2009
Discusses computer modeling of acoustics in athletic facilities to assess and vary sound properties in a three-dimensional model during the design phase.
Acoustics, Sound Amplification, and Electroacoustics.
http://www.peterli.com/cpm/resources/articles/archive.php?article_id=2122 Bonner, Charles College Planning and Management; v12 n2 , p40,42,44,46 ; Feb 2009
Discusses natural acoustics, traditional amplification, and sophisticated electronic systems that augment the existing natural acoustics of an auditorium to deliver sound that emulates high-quality natural acoustics.
Noise Control.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2112 Dolan, Thomas School Planning and Management; v48 n2 , p34-37 ; Feb 2009
Discusses control of noise and reverberation in noisy school spaces, such as gymnasiums. The balance of reflective and absorptive materials is discussed, as are HVAC systems and other sources of background noise. Acoustics should be considered in the design phase, but is frequently overlooked, or eliminated to save costs.
Carpet Aids Learning in High Performance Schools.
Hurd, Fank Educational Facility Planner; v43 n4 , p19-22 ; 2009
Describes carpet’s benefits to the learning environment, including contributions to indoor air quality; thermal, visual and acoustical comfort, and safety.
The Components of Good Acoustics in a High Performance School.
Stewart, William Educational Facility Planner; v43 n4 , p28-30 ; 2009
Discusses the limitation of outside noise intrusion, minimization of HVAC noise, and reduction of sound reverberation within classrooms. Sources of sound, acceptable levels, mitigation techniques, and national standards for sound attenuation are addressed.
Specifications for Acoustic Performance.
Harrison, Byron The Construction Specifier; v61 n12 , p26-32,34,36 ; Dec 2008
Discusses inclusion of acoustical specifications in building design and construction, advising on how to accurately merge them into the plans, and the appropriate CSI Masterformat divisions to use. A variety of acoustic products are described, as are the acoustical properties of doors, mechanical equipment, and sealants.
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 stage and technology that amplifies speech in pre-existing spaces are also covered.
Some Researchers Call for Classroom Sound Systems
http://www.edweek.org/ew/articles/2007/03/07/26hear.h26.html Samuels, Christina A. Education Week ; v26 n26 , p8 ; Mar 2007
Some researchers suggest that classroom-amplification systems are needed for all students, particularly the young, those with hearing loss, or those learning another language. The devices also reduce teachers’ vocal strain. The Acoustical Society of America has said such devices can be useful, but should not be routinely installed in classrooms. It recommends architectural improvements such as using acoustical tiles on ceilings and walls, installing carpeting to reduce noise from sliding chairs and desks, installing partitions that extend from the ceiling to the floor, and shielding mechanical equipment or moving it away from classrooms.
What's That You Hear?
http://www.peterli.com/archive/cpm/1323.shtm Wiens, Janet College Planning and Management; v10 n3 , p37,38,40 ; Mar 2007
Describes flexible acoustical requirements in the various spaces of a music school. Using San Antonio's Trinity University as an example, features of concert halls, rehearsal rooms, and practice rooms are discussed.
In the Background.
http://asumag.com/energy/acoustics/university_background/ Baribay, Pat American School and University; v79 n6 , p30,32,33 ; Feb 2007
Reviews the impact of poor acoustics on learning, especially to those at higher risk. Basics of good acoustical classroom design, undertaken at the outset of school design, are covered, as are points of HVAC system design and installation that impact classroom acoustics.
An Evaluation Method for School Building Design at the Preliminary Phase with Optimisation of Aspects of Environmental Comfort for the School System of the State São Paulo in Brazil
Valéria Azzi Collet da Graçaa, Doris Catharine Cornelie Knatz Kowaltowskia, and João Roberto Diego Petreche Building and Environment ; v42 n2 , p984-999 ; Feb 2007
This study presents a method for evaluating and optimising environmental comfort parameters of school buildings during the preliminary stages of design. In order to test the method, 39 existing public school building designs in the State of São Paulo, Brazil, had their plans analysed and characterised in relation to their influence on environmental comfort. Four aspects of comfort were considered: thermal, acoustic, natural lighting and functionality. Although conflicts between different comfort parameters are apparent, results show that multi-criteria optimisation can be applied as a design tool during the creative process. Maximisation of various aspects of comfort simultaneously was shown to be impossible, but compromise solutions could be found. [Authors' abstract]
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http://www.sciencedirect.com/
Hear and Now.
http://asumag.com/Acoustics/university_hear_2/ Mckeaon, Michael; Berry, Lincoln
Reviews the negative effects of poor classroom acoustics and reviews the current American National Standards Institute (ANSI) standard for classroom acoustics. Reverberation, sound isolation, and low background noise are emphasized. Obstacles to meeting the standards and alternative guidelines from the Collaborative for High Performance Schools are also covered.
Classroom Amplification Systems Allow Teachers to Be Heard.
http://www.peterli.com/archive/spm/1230.shtm Kollie, Ellen School Planning and Management; v45 10 , p60,62-66 ; Oct 2006
Discusses the use of amplification systems in classrooms to improve hearing and learning. Even voice distribution throughout the room, rather than simple amplification, is the goal. Sources of interior and exterior noise that can be overcome with amplification systems are cited, as is advice on selecting a proper system.
Making Sound Decisions: Acoustical Design for Educational Spaces.
Paoletti, Dennis College Planning and Management; v9 n10 , p46,48 ; Oct 2006
Outlines the basic criteria for good acoustics in educational spaces. Recommendations are made for educational space acoustics that support a variety of learning styles, integrate technology to enhance learning, assist community use of the facility, make healthy and comfortable learning environments, and support non-traditional options for schools and classrooms.
Classrooms for Children with Developmental Disabilities: Sound-Field and Public Address Amplification Systems Compared
Leung, Stanley W. H.; McPherson, Bradley International Journal of Disability, Development & Education; v53 n3 , p287-299 ; Sep 2006
Background noise poses adverse effects on speech sounds and affects student learning, especially for children with developmental disabilities. Sound-field and public address amplification systems can help to solve this problem by amplifying speech sounds relative to background noise. This study surveyed school classrooms for children with special needs, and compared the performance of a sound-field and a portable public address system in classroom environments. Unoccupied room noise levels and reverberation times were measured in eight classrooms at four Hong Kong schools for children with special needs. Speech levels in each classroom were measured under three conditions: without amplification, with public address system amplification, and with sound-field amplification. Speech-to-noise ratios were calculated for each condition. Noise and unamplified speech-to-noise ratio values exceeded recommended acoustic standards in all classrooms. When sound-field and public address amplification systems were installed, speech-to-noise ratios improved considerably. When either amplification system was used, a uniform sound-field resulted. The applicability of both types of amplification system and their relative merits in special education classrooms are discussed.
Audio Vision.
http://athleticbusiness.com/articles/ Popke, Michael Athletic Business; v30 n8 , p52-56 ; Aug 2006
Advises on audio systems for athletic facilities, including proper matching of equipment components to each other and to the facility's use, environment, and acoustical properties. Ease of operation and maintenance, acoustical consultants, neighborhood considerations, and computer simulation of proposed systems are also covered.
The Air Down There.
http://www.peterli.com/archive/cpm/1160.shtm Milshtein, Amy College Planning and Management; v9 n7 , p29,30,32,33 ; Jul 2006
Defines displacement ventilation (DV) and describes its benefits to air quality, energy savings, noise control, and comfort. Also included is a comparison of DV to under-floor air distribution (UFAD), examples of schools that use DV, and architectural considerations for DV installation.
Acoustical Barriers in Classrooms: the Impact of Noise on Performance in the Classroom.
Dockrell, Julie; Shield, Bridget British Educational Research Journal; v32 n3 , p509-525 ; Jun 2006
Reports the results of a British study that explored the effects of typical classroom noise on the performance of primary school children on a series of literacy and speed tasks. One hundred and fifty-eight children in six Year 3 classes participated in the study. Classes were randomly assigned to one of three noise conditions. Two noise conditions were chosen to reflect levels of exposure experienced in urban classrooms: noise by children alone (classroom babble), and babble plus environmental noise (babble and environmental). Performance in these conditions were compared with performance under typical quiet classroom conditions. A differential negative effect of noise source on type of task was observed. Children in the babble and environmental noise condition performed significantly worse than those in the base and babble conditions on speed of processing tasks. In contrast, performance on the verbal tasks was significantly worse only in the babble condition. Children with special educational needs were differentially negatively affected in the babble condition. The processes underlying these effects are considered and the implications of the results for children's attainments and classroom noise levels are explored.
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http://taylorandfrancis.metapress.com/(elr5y05504omf045gdlpxujh)/
The Noisy Drawbacks of LEED-Certified HVAC Systems.
Teel, Jeff School Planning and Management; v45 n4 , pG32-G34 ; Apr 2006
Narrates the author s experience as an acoustical consultant engaged to assess noise- sensitive areas of a school after a noisy, but highly efficient HVAC system with geothermal wells, was installed.
Environmental Comfort in School Buildings: A Case Study of Awareness and Participation of Users.
Bernardi, Nubia; Kowaltowski, Doris Environment and Behavior; v38 n2 , p155-172 ; Mar 2006
This paper presents the results of an extensive post occupancy study of 15 schools in the city of Campinas, SP, Brazil. The learning environments were analyzed as to thermal, acoustical, visual, and functional comfort and possible simple solutions to improve the quality of the learning environment. Classrooms and recreation areas were observed and critical comfort conditions were measured with equipment. School directors, teachers, employees and students were questioned as to their perception and evaluation of the comfort conditions and given the opportunity to express their satisfaction and desires about their learning spaces. A low level of intervention toward comfort on the part of users was attributed to discipline codes that restrict student behavior.
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Sage Publicationshttp://eab.sagepub.com/cgi/content/abstract/38/2/155
Acoustical Standards for Classroom Design. Comparison of International Standards and Low Frequency Criteria.
Evans, Jack B. Journal of Low Frequency Noise, Vibration and Active Control; v25 n1 , p1-9 ; Mar 2006
Many countries have acoustical standards or regulations for educational facility design and construction. They are based on speaking and hearing abilities of teachers and learners. Criteria are often stipulated for reverberation decay time, sound isolation and allowable background noise. Many educators focus on mid- to high-frequency effects on speech intelligibility, but low frequency noise (LFN) may cause some (upward) masking of speech with reduction of intelligibility. In addition, LFN may affect student attitudes, behaviour, performance and/or fatigue. This paper compares acoustical criteria from several countries with respect to spectrum. Frequency spans or reverberation, sound isolation and background noise are contrasted with hearing and speech characteristics of children and adult learners. Principal findings of some LFN research by others are introduced, such as annoyance, speech intelligibility and fatigue. General recommendations are made, based on findings inferred from review and comparison of standards. [Author's abstract]
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Preschool Teachers' Exposure to Classroom Noise.
Grebennikov, Leonid International Journal of Early Years Education; v14 n1 , p35-44 ; Mar 2006
Examines exposure to classroom noise of 25 full-time teaching staff in 14 preschool settings. The results indicated that one teacher exceeded the maximum permissible level of daily noise exposure for employees under the health and safety legislation. Three staff approached this level and 92% of teachers were subjected to daily noise exposure which, if occurs repeatedly, is considered potentially harmful. Nine staff recorded peak noise rates in excess of the permitted limit. High levels of noise were evident when large numbers of students were located in confined areas, when they were involved in rough play or were distressed, when the students dropped heavy play equipment, and during music sessions.
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http://taylorandfrancis.metapress.com/(1wci2m55h1rszzjo0tu3csno)/app/home/contribution.asp?referrer=parent&backto=
Acoustics Take the Lead in Classroom Design.
http://www.peterli.com/archive/spm/1082.shtm Kollie, Ellen School Planning and Management; v45 n2 , p36,38,40,41 ; Feb 2006
Discusses elements of room size, shape, and surfacing and how they affect classroom acoustics. Examples of how to create desirable and mitigate undesirable internal and external acoustical situations are included, as is a brief review of the American National Standards Institute Standard 12.60 regarding classroom acoustics.
Can you Hear Me Now? Sound Educational Facilities Planning for Increased Learning.
http://asbointl.org/asbo/files/ Barrett, Julie School Business Affairs; v 71 n11 , p26-28 ; Dec 2005
Discusses the benefits of electronic audio-enhancement in the classroom and outlines steps for planning and delivering audio-enhancement systems. These include project goals, key elements of design, space descriptions, budgetary considerations, design and detailing, and quality construction.
Sound Ideas for Better Learning.
http://www.peterli.com/archive/cpm/982.shtm McCarty, Paul. College Planning and Management; v8 n10 , p39-41 ; Oct 2005
Discusses benefits and techniques of audio enhancement in higher education classrooms.
Sound Decisions: How Operable Partitions Affect Room Acoustics.
Curtis, Jim The Construction Specifier; v58 n7 , p24-26,28,30-32 ; Jul 2005
Discusses practical applications of ASTM s "Standard Guide for the Installation of Operable Partitions," and other considerations to help architects and specifiers properly design for acceptable acoustic performance. Topics covered include the sound transmission classification of the partition itself, top seals, vertical joints, pass-through doors, and track assemblies.
Sound Advice: Acoustic Options for Windows and Curtain Walls.
Fronek, Steve The Construction Specifier; v58 n7 , p40-46 ; Jul 2005
Describes properties of volume and frequency in sound, the manner in which sound transmission class (STC) ratings are derived for outdoor to indoor sound transmissions, and the acoustical performance of sound insulating strategies such as laminated glass, increased air space, thicker glass, and various window framing systems.
Building a Better Wall: The Elements of Good Acoustics.
Stewart, William The Construction Specifier; v58 n7 , p33-39 ; 2005
Describes noise criteria for various educational facility areas and sound transmission class (STC) as defined by ASTM E 413-99, "Classification for Rating Sound Insulation." The acoustical properties of the wall elements of mass, airspace, stiffness, couplings are covered, and advice on party walls, metal deckings, common plenums, and acoustical caulk is offered.
Aircraft and Road Traffic Noise and Children's Cognition and Health: a Cross-National Study.
Stansfeld, S. A., et al The Lancet; v365 n9475 , p1942-1949 ; Jun 05, 2005
Presents the results of a study that assessed 2844 children aged 9 10 years attending European schools near three major airports. Subjects were selected according to extent of exposure to external aircraft and road traffic noise at school as predicted from noise contour maps, modelling, and on-site measurements. Linear exposure-effect associations were identified between exposure to chronic aircraft noise and impairment of reading comprehension and recognition memory, and a non-linear association with annoyance maintained after adjustment for mother's education, socioeconomic status, longstanding illness, and extent of classroom insulation against noise. Exposure to road traffic noise was linearly associated with increases in episodic memory, but also with annoyance. Neither aircraft noise nor traffic noise affected sustained attention, self-reported health, or overall mental health.
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http://www.thelancet.com/journals/lancet/article/PIIS0140673605666603/abstract
Social and Academic Implications of Acoustically Hostile Classrooms for Hard of Hearing Children
Jamieson, Janet R. Journal of the Acoustical Society of America ; v117 n4 , p2365 ; Apr 2005
The correlation between lowered academic achievement and classroom noise has been demonstrated for normally hearing children (Shield and Dockrell, 2003). However, the implications of poor classroom acoustics on the socialization and academic performance of children who are hard of hearing have not been examined. Eleven hard of hearing students in one school district, ranging from kindergarten to grade 7, were the foci of the present study. Acoustic measurements of each of the 11 classrooms in both unoccupied and occupied conditions revealed that all classrooms were acoustically challenging for the hard of hearing students, particularly at transition times, when ventilation was operational, and in the primary grades, when language learning needs are greatest. Interviews with parents and teachers underscored the difficulty these students experienced in comprehending teacher instructions and participating in group work. The students seldom initiated conversation or seatwork independently, but, rather, followed the lead of their peers. The hard of hearing students experienced frequent difficulties in understanding or participating in informal peer-to-peer conversations in the classroom, and parents and teachers attributed the children's frequent social isolation and withdrawal at school to the combined effects of poor hearing abilities and hostile classroom acoustics. [Author's abstract]
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http://scitation.aip.org/
Real World Issues in Classroom Acoustics for Hearing Impaired Students
Kleinschmidt, Klaus Journal of the Acoustical Society of America ; v117 n4 , p2439 ; Apr 2005
Experience is being gained from evaluating and modifying the acoustical properties and background noise levels of existing classrooms for use by hearing impaired students. Projects include more than 25 schools in public school systems that are mainstreaming handicapped children. Various practical and economic restrictions have led to recommendations for modifications that do not necessarily comply with ANSI S12.60 2002. Examples of real world conditions and practical solutions will be described. [Author's abstract]
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http://scitation.aip.org/
Acoustical Design: Basis of a Sound Education.
McCarty, Paul; Rosen, Larry School Planning and Management; v44 n2 , pA1-A7 ; Apr 2005
Cites sources of internal and external noise that cause students to be unable to understand 25 to 30% of what is being said in classrooms. A recent case study from the Los Angeles Unified School District is detailed, and the results compared to the ANSI standard for classroom noise. Consequences of poor acoustics particular to children vs. adults and to people of limited English proficiency are discussed, and evidence of improved test scores resulting from improved acoustics and recommendations based on the LAUSD study are presented.
Subjective Evaluation of Speech and Noise in Learning Environments in the Realm of Classroom Acoustics: Results from Laboratory and Field Experiments.
Meis, Markus; Nocke, Christian; Hofmann, Simone; Becker, Bernhard Journal of the Acoustical Society of America ; v117 n4 , p2437 ; Apr 2005
The impact of different acoustical conditions in learning environments on noise annoyance and the evaluation of speech quality were tested in a series of three experiments. In Experiment 1 (n=79) the auralization of seven classrooms with reverberation times from 0.55 to 3.21 s [average between 250 Hz to 2 kHz] served to develop a Semantic Differential, evaluating a simulated teacher's voice. Four factors were found: acoustical comfort, roughness, sharpness, and loudness. In Experiment 2, the effects of two classroom renovations were examined from a holistic perspective. The rooms were treated acoustically with acoustic ceilings (RT=0.5 s [250 Hz–2 kHz]) and muffling floor materials as well as non-acoustically with a new lighting system and color design. The results indicate that pupils (n=61) in renovated classrooms judged the simulated voice more positively, were less annoyed from the noise in classrooms, and were more motivated to participate in the lessons. In Experiment 3 the sound environments from six different lecture rooms (RT=0.8 to 1.39 s [250 Hz–2 kHz]) in two Universities of Oldenburg were evaluated by 321 students during the lectures. Evidence found supports the assumption that acoustical comfort in rooms is dependent on frequency for rooms with higher reverberation times. [Authors' abstract]
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http://scitation.aip.org/
Excuse Me?
Milstein, Amy College Planning and Management; v8 n4 , p30,32 ; Apr 2005
Discusses acoustical design features for classrooms, large lecture halls, and proper HVAC configuration to minimize noise.
The Need for Good Acoustic Design of Schools
Shield, Bridget Journal of the Acoustical Society of America ; v117 n4 , p2505 ; Apr 2005
This paper gives an overview of research into classroom acoustics, highlighting the importance of a good acoustic environment in schools to enhance teaching and learning. The paper is aimed at a general audience of people interested in education and school design. In the past 30 years there has been a great deal of research into the effects of noise and poor acoustics in schools on children and teachers. It has been shown in many studies that children have difficulty hearing and understanding their teachers in noise, and both external environmental noise and noise within a school affect children's academic performance. Furthermore many teachers suffer from voice and throat problems which may be attributable to a poor acoustic environment in the classroom. The acoustic design of a classroom has a direct influence upon noise levels and the intelligibility of speech. Poor sound insulation and excessive reverberation have the potential to increase noise levels and reduce speech intelligibility. However, despite the introduction in many countries of legislation or guidelines for acoustic design of schools, in general acoustics still has a low priority in school design and many schools, old and new, fail to meet the current standards. [Author's abstract]
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http://scitation.aip.org/
Classroom Acoustics: Three Pilot Studies
Smaldino, Joseph J. Journal of the Acoustical Society of America ; v117 n4 , p2365 ; Apr 2005
This paper summarizes three related pilot projects designed to focus on the possible effects of classroom acoustics on fine auditory discrimination as it relates to language acquisition, especially English as a second language. The first study investigated the influence of improving the signal-to-noise ratio on the differentiation of English phonemes. The results showed better differentiation with better signal-to-noise ratio. The second studied speech perception in noise by young adults for whom English was a second language. The outcome indicated that the second language learners required a better signal-to-noise ratio to perform equally to the native language participants. The last study surveyed the acoustic conditions of preschool and day care classrooms, wherein first and second language learning occurs. The survey suggested an unfavorable acoustic environment for language learning. [Author's abstract]
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http://scitation.aip.org/
Implications of the Road Traffic and Aircraft Noise Exposure and Children's Cognition and Health (RANCH) Study Results for Classroom Acoustics
Stansfeld, Stephen A.; Clark, Charlotte Journal of the Acoustical Society of America ; v117 n4 , p2363 ; Apr 2005
Studies in West London have found associations between aircraft noise exposure and childrens' cognitive performance. This has culminated in the RANCH Study examining exposure-effect associations between aircraft and road traffic noise exposure and cognitive performance and health. The RANCH project, the largest cross-sectional study of noise and childrens health, examined 2844 children, 9–10 years old, from 89 schools around three major airports: in the Netherlands, Spain and the United Kingdom. A substudy indicated high internal levels of noise within classrooms. Schools were matched for socioeconomic position within countries. Cognitive and health outcomes were measured by standardized tests and questionnaires administered in the classroom. A parental questionnaire collected information on socioeconomic position, parental education and ethnicity. Linear exposure-effect associations were found between chronic aircraft noise exposure and impairment of reading comprehension and recognition memory, maintained after adjustment for mothers education, socioeconomic factors, longstanding illness and classroom insulation. Road traffic noise exposure was linearly associated with episodic memory. The implications of these results for childrens' learning environments will be discussed. [Author's abstract]
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http://scitation.aip.org/
Can You Hear Me Now?
http://asumag.com/mag/university_hear/ Sterner, Jeff American School and University; v77 n9 , hp18-hp20 ; Apr 2005
Describes typical sources of noise within schools and the paths by which they are transmitted. Materials and design features for mitigation are suggested.
Acoustic Environment Challenges for the Unique Communication Conditions in Group Learning Classes in Elementary School Classrooms
Sutherland, Louis; Lubman, David; Pearsons, Karl Journal of the Acoustical Society of America ; v117 n4 , p2366 ; Apr 2005
Unlike the traditional ``sage-on-the-stage' configuration of many K–12 classrooms, the group learning or ``guide-on-the-side' configuration does not involve communication between a teacher in front of a seated class of 20 to 30 students. Instead, it can involve, most of the time, communication between the teacher and each of several small groups of students interacting, aurally, with each other. To maintain the desired 15 dB signal-to-noise ratio intended as the rationale for the ANSI standard, S12.60-2002 on classroom acoustics, the ``noise' heard by participants in one of the groups is likely to include the speech levels generated by the participants in the other groups as well as the background noise in the unoccupied classroom. Thus, specification of the speech level within (i.e. the ``signal'), and between (i.e. part of the ``noise') the learning groups, must be considered. Data available to evaluate these speech levels are reviewed and possible models considered to account for the Lombard effect for voice levels of both the teacher and the students. Some of the gaps in these data are suggested as a challenge to stimulate further studies on speech levels of teachers and students in a wide range of communication conditions. [Authors' abstract]
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http://scitation.aip.org/
Quiet in the Classroom: Enhancing Acoustics in the Learning Environment.
Roy, Kenneth The Construction Specifier; v58 n1 , p42-48 ; Jan 2005
Discusses ANSI standard S12.60 for classroom acoustics, covering signal to noise ratio, reflected sounds, transfer of noise through the ceiling plenum, HVAC noise, and the retrofitting of existing classrooms.
Developing an Acoustic School Design: Steps to Improve Hearing and Listening at Schools.
Hagen, Mechthild, et al Building Acoustics; , p293-307 ; Dec 2004
Previous research has demonstrated the considerable influence of acoustics on learning and acquisition of knowledge, on social behavior and on the psychic condition of pupils and teachers. This paper describes an approach to an acoustic school design, which includes the improvement of the acoustic conditions of classrooms as well as of the social conditions. Various measures were developed and explored within the project "GanzOhrSein" by the educational department of the Ludwig-Maximilians-University of Munich. The conclusion is drawn, that it is not enough to improve the room-acoustic measures to contribute to an atmosphere in which listening and in consequence learning is facilitated. A school design should combine technical measures with educational activities to support listening at schools and so contribute to improve individual learning conditions and to diminish stress on students and teachers. [Authors' abstract]
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http://www.ingentaconnect.com/content/mscp/bac/2004/00000011/00000004/art00004
Source Attenuating HVAC Equipment—Just the Facts
Hallstrom, Arthur The Journal of the Acoustical Society of America ; v116 n4 , p2584 ; Oct 2004
Current classroom designs range from NC 63 to NC 25. The ASA/ANSI 12.60 Classroom Standard sets a relatively low background sound requirement for classrooms. Achieving 12.60 levels economically requires the maximum in source sound attenuation. This paper will provide a manufacturer's perspective on current and low noise HVAC products and the resulting classroom sound levels. Predictive acoustics software will be used to predict the space sound power level and some indication of equipment cost will be provided in order to assist designers in what is the best approach to low noise classroom design. [Author's abstract]
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http://scitation.aip.org/getabs/
Healthful School Environments.
http://www.peterli.com/archive/spm/760.shtm Rittner-Heir, Robbin School Planning and Management; v43 n10 , p17,18,20,21 ; Oct 2004
Describes quieter technologies for fluorescent lighting and HVAC systems that reduce classroom noise that has been typically tolerated for years.
Classroom Acoustics and Architects: Sightlines and Sound
Williams, T.J. The Journal of the Acoustical Society of America ; v116 n4 , p2585 ; Oct 2004
All too often, acoustics in classroom design is a forgotten or ignored subject. Design teams consider structural, mechanical and electrical implications but overlook the fundamental issue of hearing and being heard. As an architect with an interest in architectural acoustics, particularly performance arts venues, we have taken a pragmatic approach, some might say unscientific, to classroom design. A series of case studies is presented that illustrates the challenge of classroom acoustics from an architect's point of view: not "what does it look like," but "how does it sound"! Because classroom acoustics are so closely aligned to the visual presentation of information, seeing and being seen becomes critical also. Sightlines and sound continue to vie for attention. The challenge is making it work. [Author's abstract]
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http://scitation.aip.org/getabs/
Huh? Could You Repeat That?
http://www.peterli.com/archive/spm/723.shtm Rittner-Heir, Robbin School Planning and Management; v43 n8 , p30,32,34,35 ; Aug 2004
Discusses school acoustical considerations, addressing audibility and intelligibility through reduction of unwanted noise in classrooms, gymnasia, corridors, and cafeterias.
Musical Accompaniment.
http://www.peterli.com/archive/cpm/847.shtm Sturgeon, Julie. College Planning and Management; v7 n8 , p44,46,47 ; Aug 2004
Discusses issues of absorption and reflection in acoustics and describes a variety of materials and installations available in rooms where acoustical considerations are paramount.
Acoustical Case Studies of HVAC Systems in Schools.
Siebein, Gary W. ASHRAE Journal; v46 n5 , p35,36,38,39,41,42,44,46,47 ; May 2004
Describes five sources of HVAC noise and presents eight case studies describing specific school HVAC systems along with their noise abatement features.
Speech Perception Benefits of FM and Infrared Devices to Children with Hearing Aids in a Typical Classroom
Anderson, Karen L.; Goldstein, Howard Language, Speech, and Hearing Services in Schools; v35 n2 , p169-184 ; Apr 2004
Children typically learn in classroom environments that have background noise and reverberation that interfere with accurate speech perception. Amplification technology can enhance the speech perception of students who are hard of hearing. Purpose: This study used a single-subject alternating treatments design to compare the speech recognition abilities of children who are hard of hearing when they were using hearing aids with each of three frequency modulated (FM) or infrared devices. Results: The infrared ceiling sound field system did not provide benefit beyond that provided by hearing aids alone. Desktop and personal FM systems in combination with personal hearing aids provided substantial improvements in speech recognition. Clinical Implications: This information can assist in making S/N-enhancing device decisions for students using hearing aids. In a reverberant and noisy classroom setting, classroom sound field devices are not beneficial to speech perception for students with hearing aids, whereas either personal FM or desktop sound field systems provide listening benefits.
Fine Tuning.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v7 n2 , p17-20 ; Mar-Apr 2004
Describes techniques and materials for acoustical control used by several architectural firms. These include walls that extend above the ceiling, thoughtful arrangement of rooms and mechanical systems, and sound absorbing block and roof decking.
Classroom Acoustics.
http://www.peterli.com/archive/spm/608.shtm Sturgeon, Julie School Planning and Management; v43 n2 , p47,48,50,52 ; Feb 2004
Presents an inteview with the Acoustical Society of America s Susan Blaeser that describes the origins and content of ANSI Standard S12.600-2002.
Case-Study Evaluations of the Acoustical Designs of Renovated University Classrooms.
Applied Acoustics ; v65 n1 , p69-89 ; Jan 2004
The acoustical characteristics of 14 university classrooms at the University of British Columbia were measured before and after renovation—seven of these are discussed in detail here. From these measurements, and theoretical considerations, values of quantities used to assess each classroom configuration were predicted, and used to evaluate renovation quality. The results indicate that some renovations were beneficial, others were not. depending on a complex interplay between changes in the reverberation and changes in the signal-to-noise level difference, as affected by sound absorption and the source outputs. Renovations which reduce noise are beneficial unless signal-to-noise level differences remain optimal. Renovations often put too much emphasis on adding sound absorption to control reverberation, at the expense of lower speech levels, particularly at the backs of classrooms. The absorption and noise contributed by room occupants has apparently often been neglected. [Author's abstract]
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http://www.sciencedirect.com/
Designing for Better Sound in Schools: Understanding and Implementing the New Classroom Acoustics Standard.
Evans, Jack Texas Architect; v54 n1 , p42-58 ; Jan-Feb 2004
Explains the history, content and implementation of the ANSI S12.60-2002 standard for acoustics in schools.
The Ears Have It.
http://asumag.com/mag/university_ears/ Clark, Greg American School and University; v76 n3 , p298-300 ; Nov 2003
Discusses the 2002 American National Standards Institute's criteria for classroom acoustics and how to help achieve its 35dBA limit for interior noise level through control of noise from mechanical systems and reverberation within the classroom.
Acoustical Treatments that Make the Grade.
Kate, Sandra; Wiford Rodney D. School Planning and Management; v42 n11 , p32-33 ; Nov 2003
Discusses design features and electronic assist devices for improving classroom acoustics and sound absorbing features for reducing reverberation in large, noisy spaces.
School Districts Spend to Ensure Good Acoustics
http://homes.wsj.com/propertyreport/propertyreport/20030804-frangos.html Frangos, Alex The Wall Street Journal; , B1, B4 ; Jul 30, 2003
According to educational experts, poor acoustics are one of the biggest treatable obstacles to learning. Many school districts are willing to spend extra to ensure adequate classroom sound. School architects are adding ceilings that slope from front to back so sound carries, but doesn't echo, changing the footprint of the rooms to reduce the tendency of sound to reverberate, using double layers of sound-absorbing ceiling tiles, insulated glass windows, and thicker walls where they abut raucous spaces such as stairwells, and installing quieter heating, ventilation, and air conditioning systems.
Elements of a Sound Education.
http://www.peterli.com/archive/spm/455.shtm Brooks, Christopher School Planning and Management; v42 n7 , p18,20-23 ; Jul 2003
Discusses what do to about the poor acoustics in school multipurpose rooms, asserting that because the auditorium is the most critical function of a typical multipurpose room, the stage house is superficial and noise control is essential. Features to enhance auditorium function include a performance platform and reverberation control. The article describes acoustical requirements of speech versus music, discusses adjustable reverberation, and explains what sound systems do.
Sound Advice on Classroom Acoustics.
http://www.peterli.com/archive/cpm/449.shtm Sturgeon, Julie College Planning and Management; v6 n7 , p29-31 ; Jul 2003
Discusses the importance of acoustic standards in classroom design, presenting an interview with the Acoustical Society of America's (ASA's) standards manager which focuses on reasons for the new ASA standards, the standards document (which was written for K-12 classroom but applies to college classrooms), the need to avoid echo and be able to hear, and whether today's manufacturers can deliver these standards.
The Sounds of a Sound Education.
http://www.peterli.com/archive/spm/535.shtm Fickes, Michael School Planning and Management; v42 n6 , p51-55 ; Jun 2003
Describes acoustical products and techniques that schools are using to keep distracting noise out of the classroom and to amplify useful classroom sound.
Sound Levels in Classrooms and Effects on Self-Reported Mood Among School Children
Lundquist, P; Holmberg, K.; Burstrom, L.; and Landstrom, U. Perceptual and Motor Skills; v96 , p1289-99 ; Jun 2003
The principle of this field study is an investigation of recorded sound levels in 24 classrooms and relations between sound level measures and aspects of children's rated annoyance, task orientation, and inattentiveness. Results do not support the hypothesis that lower background-sound level and fewer students per class would improve the sound environment by generating a lower activity noise or the hypothesis that higher sound levels should increase annoyance and inattentiveness as well as deteriorate task orientation ratings.
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http://www.ncbi.nlm.nih.gov/
Can You Hear Me Now?
http://web.archive.org/web/20070607120150 Black, Susan American School Board Journal; v190 n5 , p40-42 ; May 2003
According to ASHA, more than 1 million U.S. children have some degree of hearing loss. This article describes how schools are helping by screening for hearing, addressing acoustics, and accomodating students.
HVAC Systems and Acoustics. Quiet Comfort
http://www.buildings.com/Articles/detail.asp?articleid=1345 Schakel, Eric G.; Tinianov, Brandon Buildings; , p44-47 ; May 2003
Both the equipment and the duct work in HVAC systems are often the culprits in creating and transmitting unwanted noise. This discusses controlling noise in air-handling systems. A sidebar explores HVAC noise and learning.
Educating the Engineer.
Wallace, Melanie; Wallace, Mack ASHRAE Journal; v45 n5 , p46-49 ; May 2003
Presented as a conversation between a teacher and engineer about school design, addresses educators' preferences and engineers perspectives on issues such as windows, sustainable design, sinks, acoustics, and natural ventilation.
Small Learning Groups Revive the Open Classroom.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v6 n3 , p16 ; Mar-Apr 2003
Describes educational program and facility design solutions that can help make an open classroom plan successful. Small learning groups are provided with a variety of open, semi-enclosed, and enclosed spaces in which to conduct activities of varying noise levels.
ARI's Views on ANSI S12.60-2002.
Darbeau, Michele ASHRAE Journal; v45 n2 , p27 ; Feb 2003
States the position of the Air-Conditioning and Refrigeration Institute (ARI) toward ANSI Standard 12.60, which addresses classroom acoustics. Explains why it believes the standard creates an overly stringent requirement.
Sound in the Classroom: Why Children Need Quiet.
Nelson, Peggy B. ASHRAE Journal; v45 n2 , p22-25 ; Feb 2003
Discusses important concepts regarding children's need for specialized acoustical standards in classrooms: (1) all children need good acoustics to understand familiar words and to learn new information; (2) children who have hearing loss, those learning in a second language, and those with auditory or attention problems need even more favorable acoustics; and (3) classrooms are frequently too noisy for learning. Discusses a new classroom acoustics standard.
ANSI Standard: Complying with Background Noise Limits.
Schaffer, Mark E. ASHRAE Journal; v45 n2 , p26-27 ; Feb 2003
Discusses the new classroom acoustics standard, ANSI Standard S12.60, which specifies maximum sound level limits that are significantly lower than currently typical for classrooms. Addresses guidelines for unducted HVAC systems, ducted single-zone systems, and central VAV or multizone systems.
A Quieter School: An Enriched Learning Environment.
http://www.quietclassrooms.org/library/bronzaft2.htm Bronzaft, Arline L. Quiet Classrooms [Noise Pollution Clearinghouse]; , 3p. ; 2003
The aim of this article is to alert school administrators to the effects of noise on children's cognition, reading skills, and learning ability and to suggest ways they can participate in the growing worldwide effort to lessen the din - not only in the school but in children's homes and wherever else children our exposed to noises. Noises are not only hazardous to our children's mental abilities but to their overall well-being as well. [Author's abstract]
Background Noise Levels and Reverberation Times in Unoccupied Classrooms: Predictions and Measurements.
http://web.archive.org/web/20060925110353 Knecht, Heather; Nelson, Peggy; Whitelaw, Gail; Feth Lawrence American Journal of Audiology; v11 , p65-71 ; Dec 2002
Reports on a study that evaluated the extent of noise and reverberation in 32 unoccupied elementary classrooms in 8 Ohio public schools. Reverberation times and background noise levels were measured and compared to the American National Standards Institute standard for acoustical characteristics of classrooms in the United States (ANSI S12.60 2002) and to the external and internal criteria variables developed by Crandell, Smaldino, & Flexer (1995) to determine if a simple checklist can accurately predict unwanted classroom background noise levels and reverberation. Results indicated that most classrooms were not in compliance with ANSI noise and reverberation standards, and that a checklist was not a good predictor of the noisier and more reverberant rooms. Includes 17 references.
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http://aja.asha.org/cgi/reprint
Classroom Design for Good Hearing.
http://www.quietclassrooms.org/library/goodhearing.pdf Wetherill, Ewart A. The Quiet Zone [Newsletter of the Noise Pollution Clearinghouse]; , 4p. ; Fall 2002
This discusses existing conditions in U.S. schools, children at risk, requirements for good hearings, speech to noise ratio, and the effects of noise and reverberation on speech recognition. Includes figures and diagrams.
Sound Standards for Schools "Unsound."
Davis, Don Leadership; v32 n1 , p35 ; Sep-Oct 2002
Criticizes new classroom sound standard proposed by the American National Standards Institute that sets maximum background sound level at 35 decibels (described as "a whisper at 2 meters"). Argues that new standard is too costly for schools to implement, is not recommended by the medical community, and cannot be achieved by construction industry. Calls for ANSI to withdraw proposed standard.
Evaluating Effects of the Classroom Environment: Development of an Instrument for the Measurement of Self-Reported Mood Among School Children
Lundquist, P.; Kjellberg, A.; Holmberg, K. Journal of Environmental Psychology; v22 n3 , p289-293 ; Sep 2002
Describes the construction, analysis, and validation of a new questionnaire for assessing children's mood in the classroom. The questionnaire is recommended for use in studies of the effects of noise on scholastic performance.
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Word of Mouth.
Raiford, Regina Buildings; v96 n9 , p92-93 ; Sep 2002
Describes how the Acoustical Society of America worked in association with the American National Standards Institute (ANSI) to create the first standard to control sound levels in classrooms. Includes quotes from various organizations criticizing the standard, particularly its cost implications.
Acoustic Requirements for a Multi-Purpose Hall.
Schulte, W. Allen The Construction Specifier; v55 n9 , p55-58 ; Sep 2002
This case study examines the proposed design of a new lecture/recital hall in Centennial Hall at Lynchburg College that will be used for lectures, public events, a film studies course, and musical recitals. It explores the audio-visual challenges presented by the differing acoustical requirements for the building.
Sound Barriers.
http://athleticbusiness.com/articles/ Popke, Michael Athletic Business; v26 n8 , p67-74 ; Aug 2002
Discusses how gymnasiums, natatoriums, and lobbies can be notorious echo chambers, but that panels, baffles, banners, and blocks can help reduce unpleasant acoustics. [Free registration required.]
Sounds Dangerous.
National Geographic Magazine; v202 n1 ; Jul 2002
This article points out potential learning problems attributed to noisy classrooms. If students cannot focus on teachers' words, they lose the desire to learn as well as the ability.
Classroom Amplification To Enhance Student Performance.
http://www.phonicear.ca/resourcefiles/Classroom_Amplification_to_Enhance_Student_Performance.pdf DiSarno, Neil J.; Schowalter, Melissa; Grassa, Patricia TEACHING Exceptional Children; v34 n6 , p20-25 ; Jul-Aug 2002
Discussion of classroom amplification systems to improve the performance of students with hearing loss or learning disabilities addresses the auditory challenges of inclusive classrooms, changing the classroom environment to reduce noise, types of amplification systems, and what teachers observe about amplification.
Listening Effort and Fatigue in School-Age Children With and Without Hearing Loss
Hicks, Candace Bourland Journal of Speech, Language, and Hearing Research; v45 , p573-84 ; Jun 2002
Children with hearing loss expend more effort in listening than their normally hearing counterparts, which may lead to difficulties in classroom work such as note-taking for those with hearing loss. Recognizing that classroom acoustic factors such as signal-to-noise ratio and reverberation time are often poorer than what is recommended for optimal listening, researchers compared the levels of fatigue and listening effort required by children with hearing loss to those of children with normal hearing. Even though they found little evidence of differences in the fatigue levels of the two groups, the researchers observed that children with hearing loss, even those who used personal amplification systems, expended greater listening effort in both easy and difficult listening conditions than children with normal hearing.
Quieting a Noisy School.
Jones, Mary School Planning and Management; v41 n6 , p59-61 ; Jun 2002
Describes several methods and products to reduce excess reverberation and background noise in school areas, including music rooms, classrooms, gyms, offices, and natatoriums.
Classroom Microphones Make Voices Louder, Clearer.
http://www.edweek.org/ew/articles/2002/05/15/36headset.h21.html Galley, Michelle Education Week; v21 n36 , p8 ; May 15, 2002
This article discusses the advantages of installing a sound-field amplification sytem in a classroom. According to many educators, the sound systems can help raise student achievement, increase students' attention, decrease teachers' voice strain, and aid in classroom participation. [Free subscriber registration is required.]
Assessing the Acoustics in Your Child's Classroom: A Guide for Parents.
Nixon, Mike Hearing Loss: The Journal of Self Help for Hard of Hearing People; v23 n3 , p15-19 ; May-Jun 2002
This article explains the general concepts and details that would enable parents to evaluate, without instruments, the acoustics of classrooms that their children occupy. The discussion covers background noise; outside noise; sound leaks in windows, doors, and walls; noise and reverberation levels; acoustic materials; distance of students from the teacher; and the need for parents to establish an informed and cooperative relationship with school officials. Four illustrations create understanding of how acoustics challenges such as masking, smearing, distance from speaker, background noise, and sound leaks created during construction can impair the intelligibility of sounds that are imperative for learning.
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http://www.hearingloss.org/magazine
Improving the Classroom Listening Skills of Children with Down Syndrome by Using Sound-Field Amplification.
Bennetts, Lee K.; Flynn, Mark C. Down Syndrome Research and Practice; v8 n1 , p19-24 ; Mar 2002
A study investigated the efficacy of sound-field amplifications for four children (ages 5-7) with Down syndrome. Measures of speech perception were taken with and without the sound-field system and found that the children perceived significantly more speech in all conditions where the sound-field system was used.
Acoustical Standards Begin to Reverberate. Controlling Noise Within School Facilities.
http://www.schoolconstructionnews.com/ME2/Audiences Nixon, Mike School Construction News; v5 n2 , p19 ; Mar-Apr 2002
This article summarizes the proposed ANSI standards for classroom acoustics developed by an Acoustical Society of America working group. These standards are undergoing final review before submission to the Access Board, a federal regulatory agency.
Our Schools--Our Future.
Stewart, Noral D. Sound and Vibration; , p2 ; Feb 2002
This one-page editorial by the current president of the National Council of Acoustical Consultants discusses the development and implications of what is expected to become the first adopted standard on school acoustics. The standard addresses primarily the acoustical conditions in normal classrooms and other core learning spaces, and it calls for less reverberation and lower noise levels. Some spaces are not covered by the standard but may be addressed in future revisions. An effort is underway to incorporate the standard's requirements in the International Building Code and also to implement them under the Americans with Disabilities Act. The article identifies the standard's specific technical requirements, discusses why budget-conscious school boards may fight implementation of the standard, and notes the challenges and opportunities the standard may present to architects, acoustical consultants, school officials, courts, insurance companies, manufacturers, and builders.
Minimizing Minimal Hearing Loss in the Schools: What Every Classroom Teacher Should Know.
Dodd-Murphy, Jeanne; Mamlin, Nancy Preventing School Failure; v46 n2 , p86-92 ; Winter 2002
This article explains minimal hearing loss in children and implications for the regular classroom setting. It describes audiograms and discusses developmental effects of minimal hearing loss, identification of minimal hearing loss, intervention, environmental modifications, and teacher strategies. Emphasis is on accommodations that can be provided in the regular classroom.
Creating Ideal Facilities.
http://asumag.com/mag/university_creating_ideal_facilities/ Kennedy, Mike American School and University; v74 n5 , p30,32-33 ; Jan 2002
Reviews ways that schools can provide effective indoor learning environments by paying attention to the following areas: daylighting, acoustics, space allocation, technology implementation, ergonomics, maintenance, indoor air quality, safety, restrooms, and roofing.
Starting at the Top.
http://asumag.com/mag/university_design_starting_top/ Golden, Brian American School and University; v74 n3 , p345-46 ; Nov 2001
Explains why the ceiling systems that schools choose are as important to creating a constructive learning environment as any other finishing material and furnishing. Some effective wall system strategies are also highlighted.
9 Things to Know About Listening and Learning in Today's Classrooms
Gordon-Langbein, Amie Volta Voices; , p23-27 ; Sep-Oct 2001
Discusses classroom acoustics and the role they play in a child's education. Differentiates between hearing, listening, and comprehending. Explains how learning is affected by background noise, the distance a child is from the teacher, and classroom reverberation.
Effects of Noise, Heat, and Indoor Lighting on Cognitive Performance and Self-Reported Affect.
Hygge, Staffan; Knez, Igor Journal of Environmental Psychology; v21 n3 , p291-299 ; Sep 2001
Reports the result of experiments that tested the effect of temperature, lighting, and noise on cognition and sense well-being in high school students. Students remembered fewer words at 27 degrees Celsius than at 21 degrees. 1500 lux illumination yielded better long-term recall than 300 lux, as did a noise level of 38 decibels versus 58 decibels.
Let's Hear It for Learning.
http://asumag.com/mag/university_lets_hear_learning/ Johnson, Eric American School and University; v73 n11 , p28,30 ; Jul 2001
Examines how improving classroom acoustics can maximize student productivity at a minimal cost. Discusses the effects on students and teachers of a poor acoustic environment and presents some simple solutions for overcoming poor classroom acoustics. Examines efforts to create national standards for classroom background noise and reverberation as well as ways of eliminating these distractions.
A Clear View.
http://asumag.com/mag/university_clear_view/ Rush, Richard D. American School and University; v73 n11 , p34,36 ; Jul 2001
Surveys advances in window design and glass technology that can permit windows to better play their often diametric role of letting in and keeping out just the right level of light, cold, heat, noise, air, etc. Also considers the challenges of providing adequate window areas while maintaining satisfactory acoustics within the classroom.
Let the Word Be Heard: Be an Advocate for Good Classroom Acoustics.
http://www.asha.org/publications/leader/archives/2001 Seltz, Anne E. The ASHA Leader Online; , 4p. ; May 29, 2001
Summarizes the concerns and opportunities resulting from acoustics and noise control issues in school facilities. Explains the benefit of good acoustics and the costs of poor acoustics. Discusses the need to advocate for better classroom acoustics and to turn acoustics research into action towards improving school acoustics. Introduces basic acoustics design concepts and offers solutions to five common sources of noise or reverberation that can compromise the ability of students to hear clearly and well. Eleven sources are provided for learning more about classroom acoustics.
Community Noise Exposure and Stress in Children
Evans, Gary; Lercher, Peter; Meis, Markus; Ising, Hartmut; Kofler, Walter The Journal of the Acoustical Society of America ; v109 n3 , p1023-1027 ; Mar 2001
Although accumulating evidence over the past two decades points towards noise as an ambient stressor for children, all of the data emanate from studies in high-intensity, noise impact zones around airports or major roads. Extremely little is known about the nonauditory consequences of typical, day-to-day noise exposure among young children. The present study examined multimethodological indices of stress among children living under 50 dB or above 60 dB (A-weighted, day-night average sound levels) in small towns and villages in Austria. The major noise sources were local road and rail traffic. The two samples were comparable in parental education, housing characteristics, family size, marital status, and body mass index, and index of body fat. All of the children were prescreened for normal hearing acuity. Children in the noisier areas had elevated resting systolic blood pressure and 8-h, overnight urinary cortisol. The children from noisier neighborhoods also evidenced elevated heart rate reactivity to a discrete stressor (reading test) in the laboratory and rated themselves higher in perceived stress symptoms on a standardized index. Furthermore girls, but not boys, evidenced diminished motivation in a standardized behavioral protocol. All data except for the overnight urinary neuroendocrine indices were collected in the laboratory. The results are discussed in the context of prior airport noise and nonauditory health studies. More behavioral and health research is needed on children with typical, day-to-day noise exposure. [Authors' abstract]
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Why Should We Care About Noise in Classrooms and Child Care Settings?
Manlove, Elizabeth E.; Frank, Tom; Vernon-Feagans, Lynn Child & Youth Care Forum; v30 n1 , p55-64 ; Feb 2001
Increasing numbers of young children spend extended portions of their days in group care settings. However, little attention has been given to the acoustical properties of these settings and how these may affect development, particularly speech and language development. This article provides a review of how classroom acoustics are measured, what researchers have found, and why poor classroom acoustics are of concern, particularly for infants and toddlers. It concludes with recommendations for improving classroom acoustics and verbal communication in the classroom
The Cornerstone of Education.
Anderson, Karen L. Educational Facility Planner; v36 n2 , p13-17 ; 2001
Examines the importance of good classroom acoustics to learning, and why today's educational process requires better acoustics than yesterday's. Also discussed are the importance of acoustics for hearing impaired children and the need to improve classroom acoustics during renovation and remodeling projects.
Sounds Like a Winner.
Rittner-Heir, Robbin M. School Planning and Management; v40 n1 , p92-94 ; Jan 2001
Explains how the Ocoee Middle School (Orlando, Florida) improved the ability of students to hear in their classrooms and gained improvements in their attention levels and their conduct. Specific design concepts that make Ocoee Middle School the SMART school of the future while also controlling design and construction costs are examined.
Improving Acoustics in American Schools: Working Draft of Standard "Acoustics in School Classrooms and Other
Learning Spaces" [Developed by the] Classroom Acoustics Working Group.
Language, Speech, and Hearing Services in Schools; v31 n4 , p391-93 ; Oct 2000
This draft standard developed by the Classroom Acoustics Working Group provides acoustical performance
criteria and accompanying design guidelines intended to ensure good speech communication among students and teachers in
learning spaces. To ensure the noise limits are not exceeded, adequate sound isolation between classrooms and adjacent
spaces will be needed. Recommended design guidelines are provided.
Classroom Amplification Technology: Theory and Practice.
Crandell, Carl C.; Smaldino, Joseph J. Language, Speech, and Hearing Services in Schools; v31 n4 , p371-75 ; Oct 2000
This article reviews some relevant events in the development of acoustical standards for classrooms, describes
classroom challenges to providing clear acoustical signals to children in classrooms, and outlines amplification solutions to some
of those classroom challenges. Solutions include personal amplification devices and use of signal-to-noise ratio-enhancing
technology. (Contains references.)
The Classroom Acoustical Environment and the Americans with Disabilities Act.
Sorkin, Donna L. Language, Speech, and Hearing Services in Schools; v31 n4 , p385-88 ; Oct 2000
This article discusses the lack of an acoustic standard in classrooms and an effort by a broad-based coalition of
engineers, audiologists, parents, architects, and educators to develop a standard for acoustics that would then be referenced in
the Americans with Disabilities Act. The benefits to all children are emphasized. (Contains six references.)
Classroom Acoustics for Children with Normal Hearing and With Hearing Impairment.
http://www.phonicear.ca/resourcefiles/ Crandell, Carl. C.; Smaldino, Joseph J. Language, Speech, and Hearing Services in Schools; v31 , p362-370 ; Oct 2000
This article examines several acoustical variables, such as noise, reverberation, and speaker-listener distance,
which can deleteriously affect speech perception in classrooms. The effects of these variables on speech perception abilities in
children with and without hearing loss are explored and appropriate classroom acoustical criteria are suggested. (Contains
references.)
The Benefits of Sound Field Amplification in Classrooms of Inuit Students of Nunavik: A Pilot Project.
Eriks-Brophy, Alice; Ayukawa, Hannah Language, Speech, and Hearing Services in Schools; v31 n4 , p324-5 ; Oct 2000
A study investigated the potential benefits of sound field amplification for 20 Inuit first and second language
learners in Quebec. Ten of the students (ages 7-17) had hearing loss. Results showed significant improvements in speech
intelligibility scores for students with hearing impairment and normal hearing in the amplified condition. (Contains references.)
Improving Acoustics in American Schools.
Nelson, Peggy B. Language, Speech, and Hearing Services in Schools; v34 n4 , p354-55 ; Oct 2000
This introductory article to a clinical forum describes the following seven articles that discuss the problem of
noisy classrooms and resulting reduction in learning, basic principles of noise and reverberation measurements in classrooms,
solutions to the problem of poor classroom acoustics, and the development of a classroom acoustics standard. (Contains four
references.)
Acoustical Barriers To Learning: Children at Risk in Every Classroom.
Nelson, Peggy B.; Soli, Sig Language, Speech, and Hearing Services in Schools; v31 n4 , p356-61 ; Oct 2000
This article reviews relevant literature on acoustical barriers to successful learning and provides guidance for
school personnel making decisions regarding classroom facilities. Effects of noisy classrooms on young listeners, second
language learners, and those with hearing loss are discussed. A rationale for the classroom acoustics standards is provided.
(Contains references.)
Ten Ways To Provide a High-Quality Acoustical Environment in Schools.
Siebein, Gary W.; Gold, Martin A.; Siebein, Glenn W.; Ermann, Michael G. Language, Speech, and Hearing Services in Schools; v31 n4 , p376-84 ; Oct 2000
A study used impulse response measures and observations in 10 Florida classrooms to develop 10
recommendations for improving the acoustical environment in schools. Recommendations include improving air-conditioning
systems, limiting room volume, providing sound-absorbing surfaces, using carpeting, reducing distance between teachers and
students, and using sound reinforcement systems. (Contains references.)
Improving Acoustics in the American Classroom; New Guidelines Promise Better Hearing Environment for Students of all Abilities.
Anderson, Karen; Smaldino, Joseph; Crandell, Carl Educational Audiology; Jul-Aug 2000
Notes that classrooms typically are far from the ideal acoustic environments necessary for children with hearing loss to listen and learn effectively, and that listening is a key foundation skill to learning, especially for younger children and children with hearing loss. Suggests that poor classroom acoustics too often interfere with listening, learning, and, ultimately, academic achievement.
Facilities Upgrade and Retrofit. Strategies for Success.
Kennedy, Mike American School and University; v72 n11 , p26 ; Jul 2000
Provides three articles on the subject of educational facility upgrading and retrofiting that address setting guidelines for classroom acoustics, making sports facilities brighter and more energy-efficient, and cutting energy bills and protecting interiors.
Setting Guidelines for Classroom Acoustics.
http://asumag.com/mag/university_setting_guidelines_classroom/ Kennedy, Mike American School and University; Jul 2000
Examines efforts by the Access Board, the federal agency responsible for developing accessibility guidelines under the Americans with Disabilities Act, to work with industry groups to devise acoustics standards for school classrooms and to offer technical assistance to organizations that want to improve the acoustics of classrooms.
Hear, Hear!
Rittner-Heir, Robbin M. School Planning and Management; v39 n7 , p46-50 ; Jul 2000
Examines the problem of acoustics in school classrooms; the problems it creates for student learning, particularly for students with hearing problems; and the impediments to achieving acceptable acoustical levels for school classrooms. Acoustic guidelines are explored and some remedies for fixing sound problems are highlighted.
New Standards Should Help Children in Noisy Classrooms
http://www.educationworld.com/a_issues/issues073.shtml Dunne, Diane Weaver Education World; , 7p. ; Apr 17, 2000
Recognizes the challenge that noisy classrooms present to students and teachers, reviews obstacles that have muddled or masked the problem, and reviews standards and organizations that are helping to ameliorate the situation. Offers links to additional online resources about noise and classroom acoustics as well as links to related articles.
The Effects of Noise on Pre-school Children's Pre-reading Skills.
Maxwell, Lorraine; Evans, Gary Journal of Environmental Psychology; v20 n1 , p91-97 ; Mar 2000
Reports on a study examining the effects of chronic noise on pre-school children's pre-reading skills. All of the children attended the same child care center. Ninety 4- and 5-year-old children were tested on cognitive measures of pre-reading skills and were rated by classroom teachers on their understanding and use of language. Children were tested in year one, before sound attenuation work in the classrooms, and in year two, after the installation of sound absorbent panels. In the quieter condition, children scored higher than their noisier cohort on the letter number word recognition measure, and were rated higher by their teachers on the language scale.
Noise in the Classroom: Understanding the Problem.
Lilly, Jerry G. ASHRAE Journal; v42 n2 , p21-22,24,26,28-29 ; Feb 2000
Presents guidelines for designing classroom HVAC systems that will be able to achieve lower background noise levels that conform to the NC-30 background noise rating level. Guidelines for both central and dedicated systems are offered revealing that the use of conventional HVAC system components can be used to achieve sound levels comparable to NC-30.
Many Classrooms Have Bad Acoustics That Inhibit Learning
http://www.sciencedaily.com/releases/1999/12/991224090246.htm Science Daily Magazine; Dec 24, 1999
Reports findings by researchers at Ohio State University, who found that the acoustics of many classrooms are poor enough to make listening and learning difficult for children. Their study of 32 classrooms in central Ohio primary schools revealed only two classrooms that met standards recommended by the American Speech-Language-Hearing Association (ASHA). Discusses techniques for improving classroom acoustics, including conventions and barriers that tend to stiffle change.
Sound Decisions Improve Learning.
http://asumag.com/mag/university_sound_decisions_improve/ Scott, Eddy American School and University; v72 n3 , p325-27 ; Nov 1999
Reiterates the deleterious effects of extraneous noise on comprehension and learning while focusing on solutions to noise problems in classrooms. Offers many solutions and tips, including situating classrooms more appropriately within the building, isolating walls and slabs, insulating and minimizing or treating openings, utilizing softer materials such as fiberglass ceiling tiles, well-padded carpets or certain types of flooring, and minimizing the use of materials that reflect sound.
Improving Classroom Acoustics
http://www.cde.state.co.us/cdesped/download/pdf/dbDeafHardHearing.pdf Vibrations, Newsletter of Colorado Services for Children Who Are Deaf-Blind; , p11-12 ; Summer 1999
A short article describing how to improve classroom acoustics for children who are hard of hearing. Describes physical characteristics of classroom design. Includes adaptations to improve acoustics for classrooms and classroom communication strategies to enhance hearing and listening.
Sound Effect.
http://www.peterli.com/archive/spm/22.shtm Djerf, Warren School Planning and Management; v38 n8 ; Aug 1999
Describes one Texas high school's efforts to obtain funding for a new music facility and the planning process behind its design. Discusses acoustics and storage space considerations.
Sounding Off.
http://asumag.com/mag/university_sounding_off/ Day, C. William American School and University; v71 n11 , p51-52,54 ; Jul 1999
Discusses how proper classroom design and technology can compensate for poor acoustics and enhance student comprehension. Examines issues that need to be discussed with the school architect. Explores the use of sound amplification systems to ensure that, acoustically speaking, every student is in the front row.
The Ins and Outs of Modern Doors.
http://www.peterli.com/archive/cpm/119.shtm College Planning and Management; v2 n6 ; Jun 1999
Discusses the qualities and trends in modern metal doors for educational facilities that include fire protection and sound control attributes. Addresses important differences in door manufacturing materials and methods; lists sound transmission class values, ratings, and rating descriptions.
Rethinking Classroom Acoustics: Part One
http://web.archive.org/web/20060427193723 Grondzik, Walter E Design News; Apr 06, 1999
Report on a seminar on classroom acoustics at the ASHRAE
(American Society of Heating, Refrigerating, and
Air-Conditioning Engineers) Winter Meeting in Chicago.
Speech Intelligibility in Primary School Classrooms
MacKenzie, David J. The Journal of the Acoustical Society of America ; v105 n2 , p1260 ; Feb 1999
Recent research has highlighted the growing problem of noise levels in classrooms. The speech intelligibility of 60 occupied primary school classrooms has recently been investigated: high noise levels, long reverberation times, and poor classroom design are but some of the problems encountered. The recommended %ALcons should be 5%, whereas in some modern classrooms the value was 100%. The shape of the classroom, as well as the materials used, can lead to locations within the classroom where the quality of speech heard can be poor. Measurements were carried out in classrooms before and after acoustic treatment: the speech intelligibility in treated classrooms improved noticeably. Throughout the research project children have been involved with the majority of the measurements, with their opinion being sought and listened to. The results have been used to tackle problems of poor acoustics in local schools and also in the appraisal of two new academic buildings to be constructed in Edinburgh. These buildings are for the education of children who are either hearing impaired or have a language difficulty. The design of the buildings has been carefully considered as well as the materials being used and the correct criteria for classroom acoustics. [Author's abstract]
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Improving Classroom Acoustics (ICA): A Three-Year FM Sound Field Classroom Amplification Study.
http://www.eric.ed.gov/contentdelivery Rosenberg, Gail Gegg; Blake-Rahter, Patricia; Heavner, Judy; Allen, Linda; Redmond, Beatrice Myers; Phillips, Janet; Stigers, Kathy (Educational Audiology Association, Tampa, FL , 1999) Journal of Educational Audiology; v7 , p8-28 ; 1999
This special project was designed to determine if students' listening and learning behaviors improved as a result of an acoustical environment enhanced through the use of FM sound field classroom amplification. The three-year project involved 2054 students in 94 general education, first, and second grade classrooms in 33 elementary schools in Florida. Analysis of observational data on 1750 students indicated that students in amplified classrooms demonstrated significant improvement in listening and learning behaviors and skills and progressed at a faster rate than their grade-alike peers in unamplified classrooms. Data demonstrated that this instructional delivery equipment is a cost effective means to manage an important variable in early grade classrooms--the intensity of the teacher's voice.
Acoustical Considerations in Planning and Design of Library Facilities
Wrightson, Denelle; Wrightson, John M. Library Hi Tech; v17 n4 , p349-57 ; 1999
Discusses acoustical demands in libraries to consider during the design and construction process of new
or renovated library space. Topics include intrusive noises; overly reverberant spaces; lack of speech privacy; sound
transmission class; noise criteria; reverberation time and noise reduction coefficient; space planning; sound systems; and external
noise.
Optimizing Classroom Acoustics Using Computer Model Studies
Reich, Rebecca; Bradley, John Canadian Acoustics; v26 n4 , p15-21 ; 1998
Investigates conditions relating to the maximum useful-to-detrimental
sound ratios present in classrooms and determining the optimum
conditions for speech intelligibility. It reveals that speech intelligibility is
more strongly influenced by ambient noise levels and that the optimal
location for sound absorbing material is on a classrooms upper walls.
Designing a Secondary Music Suite.
Smedstad, Mike School Planning and Management; v37 i10 , p32-34 ; Oct 1998
Discusses four factors in designing a school music room that satisfies
student, teacher, and school needs. It explores acoustics in terms of
cubic volume, room shape, sound isolation, acoustical treatment, and
mechanical systems. It also examines the floor plan for space, traffic
control, and access to related areas.
Quantification of the Ecobehavioral Impact of a Soundfield Loudspeaker System in Elementary Classrooms
Palmer, Catherine V. Journal of Speech, Language, and Hearing Research; v41 n4 , p819 ; Aug 1998
Although it is widely accepted that an increased signal-to-noise ratio
(SNR) is preferable for young classroom learners, there is a paucity of
data that illustrate the direct effect of enhanced audibility on children with
normal hearing, and schools continue to accept less-than-ideal
classroom listening environments for their students. Eight students in
kindergarten, first, or second grade were observed in acoustically similar
classrooms while the application of soundfield amplification was
experimentally controlled. Observations of appropriate and inappropriate
student behavior before, during, and after soundfield treatment were
recorded by trained observers. A significant decrease in inappropriate
behaviors came immediately after turning on the soundfield amplification.
When the soundfield system was turned off, all of the students revealed
a significant increase in inappropriate behaviors. All eight students
revealed an increase in appropriate task management immediately
following the use of soundfield amplification. When the soundfield
treatment was removed, the effect achieved during treatment was
maintained for all 8 students.
Listen Up!
Fickes, Michael School Planning and Management; v37 i6 , p40-42 ; Jun 1998
Discusses student hearing problems and ways schools can help to
reduce hearing difficulties in the classroom through use of classroom
amplification technology. The benefits of sound amplification systems for
both students and teachers are explored.
The Sound of Learning
Anderson, Karen L American School Board Journal; v184 n10 , p26-28 ; Oct 1997
Children often struggle in noisy classrooms. Many classrooms being
planned duplicate acoustically inadequate 50-year-old designs that
cannot accommodate group learning and hands-on science. The
Architectural and Transportation Barriers Compliance Board, which
enforces Individuals with Disabilities Education Act regulations, has been
asked to develop guidelines for acceptable sound levels in public
spaces, including schools.
Chronic Noise Exposure and Reading Deficits: The Mediating Effects of Language Acquisition.
Evans, Gary; Maxwell, Lorraine Environment and Behavior; v29 n5 , p638-656 ; Sep 1997
Reports that first- and second-grade children chronically exposed to aircraft noise have significant deficits in reading as indexed by a standardized reading test administered under quiet conditions. Also discussed is evidence that the adverse correlation of chronic noise with reading is partially attributable to deficits in language acquisition. Children chronically exposed to noise also suffer from impaired speech perception, which, in turn, partially mediates the noise-exposure-reading deficit link.
Have You Heard? Noise Can Effect Learning!
http://www.education-world.com/a_curr/curr011.shtml Hopkins, Gary Education World; Jul 18, 1997
A handful of research studies confirm that noise has a negative effect on a child's ability to learn. Also, "noise education" should be part of the school curriculum; kids should know how to protect their ears from harm.
Towards Better Listening and Learning in the Classroom
McSporran, Eileen Educational Review; v49 n1 , p13-20 ; Feb 1997
Examines the effects of classroom acoustical problems on children,
including those at risk for underachievement. Suggests ways to optimize
classroom listening, especially through sound-field classroom
amplification.
"Minimal" High-Frequency Hearing Loss and School-Age Children: Speech Recognition in a Classroom.
Johnson, Carole E.; And Others Language, Speech, and Hearing Services in Schools; v28 n1 , p77-85 ; Jan 1997
A study 12 children (ages 6-14) with minimal high frequency hearing
loss, 12 typical children, and 12 typical young adults (ages 18-28) found
the typical children had higher consonant identification scores in quiet
than the children with hearing loss, but the performances did not differ in
noise. Vowel identification scores did not differ in noise or quiet.
Speech Perception of Hearing Impaired Children in Mainstream Acoustic Environments: an Exploratory Study.
Smythe R.L, Bamford Deafness and Education. The Journal of the British Association of Teachers of the Deaf; v21 n2 , p26-31 ; 1997
This was a small scale study into the effects of noise and reverberation
on speech perception. Suggestions are made for improving listening
conditions in mainstream classrooms through controlling signal to noise
levels and changing teacher styles.
Harold P. Geerdes on Musical Facility Design
Wagner, Michael Music Educators Journal; v83 n3 , p28-32 ; Nov 1996
Presents an interview with Dr. Harold P. Geerdes, world-renowned music
facility planner, acoustician, and music professor. Dr. Geerdes
discusses the different characteristics of rehearsal spaces and concert
halls as well as the importance of interior materials and design. He also
provides some easy and inexpensive tips for schools.
Classroom Acoustics: The Problem, Impact, and Solution
Berg, Frederick S.; And Others Language, Speech, and Hearing Services in Schools; v27 n1 , p16-20 ; Jan 1996
This article describes aspects of classroom acoustics that interfere with
the ability of listeners to understand speech. It considers impacts on
students and teachers and offers four possible solutions: noise control,
signal control without amplification, individual amplification systems, and
sound field amplification systems.
Is This an Ideal Teacher's Deaf Education Program Classroom?
Mason, David G.; Trento, Patricia CAEDHH Journal/La Revue ACESM; v22 n2-3 , p93-102 ; Jan 1996
This article discusses the incorporation of architectural principles into
redesigning a classroom at York University (Ontario) for a mix of
university students and professors/lecturers who are culturally deaf, oral
deaf, hard of hearing, late deafened, and hearing. Special design features
include lighting and color, noise control, furniture, and seating
arrangements.
Guidelines for Acoustics in Educational Environments
American Speech-Language and Hearing Association; v37 suppl.14 , p15-19 ; 1995
Keep the Noise Down!
Whitney, Timothy W.; Foulkes, Timothy J. Athletic Business; v18 n12 , p57-60 ; Dec 1994
Examines noise abatement planning for large athletic facilities, gymnasiums, pool areas, and recreational areas. Acoustical controls for smaller, special purpose areas are also discussed.
An Update of Classroom Acoustics for Children with Hearing Impairment
Crandell, Carl C.; Smaldino, Joseph J. Volta Review; v96 n4 , p291-306 ; Fall 1994
This study examined ambient noise levels, reverberation times, and
noise/reverberation reduction treatments in 32 classrooms utilized for
students with hearing impairment. None of the classrooms met
recommended acoustical criteria for ambient noise levels, and only nine
rooms complied with recommended standards for reverberation.
In Search of Equitable Learning Environments: The Acoustics of Classrooms Used in "Mainstreaming" Hearing-Disadvantaged Students
McVey, G. F. Educational Facility Planner; v32 n3 , p16-23 ; 1994
A school system engaged an acoustical consultant to test designated
classrooms to determine whether an acoustical problem existed. The
consultant conducted tests and concluded that there was no problem.
Findings from an investigation of the data differed appreciably from those
of the acoustical consultant. Acoustical design criteria for remodeling the
classrooms were recommended. Contains 24 references, 5 figures, and
2 tables.
Does the Acoustic Environment Make a Difference to Children with Multi-Sensory Impairments?
Graham, Joan; Fraser, Brian. British Journal of Special Education; v19 n3 , p112-115 ; Sep 1992
This study examines the significance of acoustic conditions on the reception of sound signals in children with multi-sensory impairments, using distraction/behavorial observation audiometry techniques. The important factor in initiating a response proved to be the + 10dBA signal over background noise level. The researchers discuss these findings with reference to educational practice and classroom design, with the aim of improving conditions for the development of residual hearing in children with multi-sensory impairments.
A Case Study in Acoustical Design
Ledford, Bruce R.; Brown, John A. International Journal of Instructional Media; v19 n2 , p127-140 ; 1992
Addresses concerns of both facilities planners and instructional
designers in planning for the audio component of group presentations.
Factors in the architectural design of enclosures for the reproduction of
sound are described, including frequency, amplitude, and reverberation;
and a case study for creating an acceptable enclosure is presented.
(four references)
Baffling or Baffled: Improve Your Acoustics
Abdoo, Frank B. Music Educators Journal; v67 n9 , 36-37 ; May 1981
Presents techniques for evaluating the acoustics (reverberation time, and standing waves and resonance
phenomena) of a band performance room. Gives instructions for building and placing inexpensive baffles (free-standing,
portable sound barriers) to correct room defects.
Another Look at the Acoustics of Open Plan Schools.
Walsh, David P. The Journal of the Acoustical Society of America; v58 nS1 , pS5 ; Nov 1975
The open plan school has been with us now for over ten years, and the number of these schools being built per year is still on the increase. However, the acoustical environment of these spaces has received criticism with regard to high noise levels which result in annoyance, distraction, and speech interference. Even though the usage of open plan school spaces is quite different from that of open plan offices, the acoustical design recommendations for schools have generally been based on requirements for open plan offices. Direct relationships between noise levels, class size, student age level, and room finish treatments have been developed from extensive measured data. The subjective factor of annoyance has also been investigated and is related to background noise level and peak level fluctuations. Further investigations on the effects of room shaping are discussed as are statistical distributions of class noise. [Author's abstract]
TO ORDER:
http://scitation.aip.org
Acoustical Society of America
http://www.acoustics.org/ This site features abstracts or full text papers on topics relating to
acoustics in concert halls, auditorium, theaters, and performing arts
centers.
ADA-Noise Solutions
http://www.ada-noisesolutions.com Sponsored by the International Cellulose Corporation, this site includes information on acoustical design in the classroom, links to related web sites, a directory of acoustical consultants, and a useful graph showing optimum reverberations.
American Speech-Language-Hearing Association
http://www.asha.org Information for professionals in audiology, speech-language pathology,
and speech and hearing science. Serves as an advocate for people with
communication disabilities.
Classroom Acoustics Coalition
http://www.nonoise.org//quietnet/qc/home1.htm
The Classroom Acoustics Coalition provides important background on the nature and scope of
the problems caused by bad acoustics in classrooms, and offers practical planning strategies and
methods to avoid or correct bad acoustics in existing or planned educational facilities.
Classroomacoustics
http://groups.yahoo.com/group/classroomacoustics This listserv is for anyone who is interested in public/private school listening and
learning environments and the removal of architectural barriers to effective
communications in the classroom. Whether you are a professional in one of the
many related disciplines or a concerned parent, this group will be sharing anything
in this area of interest.
Educational Audiology Association
http://www.edaud.org/ The Educational Audiology Association (EAA) is an international
professional organization for audiologists who specialize in the
management of hearing impairment within the educational environment.
This Web site includes publications, research, a bookstore, and
extensive links.
Institute of Noise Control Engineering of the USA
http://users.aol.com/inceusa/ A non-profit professional organization for promoting
engineering solutions to environmental noise problems. This Web site offers conference proceedings, periodicals and information on standards.
National Council of Acoustical Consultants
http://www.ncac.com National organization of acoustical consultants. Includes a database of members, as well as advice on selecting a consultant.
Quiet Classrooms
http://www.quietclassrooms.org/index.htm Quiet Classrooms is an alliance of non-profit organizations working to create better learning environments in schools by reducing noise. This website is a resource for schools, school boards, P.T.A.s, principals, parents, teachers, students, and school architects. The website is funded by the Noise Pollution Clearinghouse.
U.S. Access Board (Architectural and Transportation Barriers Compliance Board)
http://www.access-board.gov/ The U.S. Access Board is an independent federal agency whose primary mission is accessibility for people with disabilities. The Access Board website has building and facility design guidelines applicable to schools, including classroom acoustics standards.
Accessibility in School and University Facilities http://www.edfacilities.org/rl/accessibility.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information compiled by the National Clearinghouse for Educational Facilities on how school and university buildings and grounds can accommodate students with disabilities, including references to federal requirements.
Classroom Design http://www.edfacilities.org/rl/classroom_design.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school classroom design and layout, compiled by the National Clearinghouse for Educational Facilities.
Impact of School Facilities on Learning http://www.edfacilities.org/rl/impact_learning.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the relationship between student achievement and the physical environment of school and campus buildings, compiled by the National Clearinghouse for Educational Facilities.
Teachers Working Conditions
http://www.edfacilities.org/rl/teachers_workplaces.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the effects of school facility condition on teachers.
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