When we speak, we push air from our lungs, which continues up through the neck via the vocal chords, which in turn vibrate and create sound. The sound continues on via the nasal cavity and oral cavity, creating sound waves that are released into the room. These sound waves are received by someone’s ears via […]
Education
Sound and school design from three architects’ point-of-view
In this post, we have collated three architects’ views on the role of sound in designing school buildings. The listening architect Architects focus on sight, as this has been quoted by giants such as Aristotle, Vitruvius, Palladio and Corbusier as “the noblest of all arts”. In other words, sight has been perceived by many as the […]
Inclusive acoustic learning environment appreciated by the whole class!
Following a great response a few years ago after doing lectures about acoustics in learning environments at Comfort Audio’s four Academies in Denmark, Mai-Britt Beldam and Comfort Audio decided to do a project together – to find out what would happen if optimum room acoustics is combined with great hearing products for kids with hearing […]
EIAS2015 special: Why use acoustic regulations, standards and guidelines?
When designing for good acoustics, how do you make sure you follow the rules and demands of a certain space? You will (at least) have to look at: The requirements = What you are trying to achieve acoustically. The legal standards, the building regulations and guidelines = The way this is going to be achieved. […]
Our acoustics podcast Episode Two – A Sound Education
Shane Cryer, Concept Developer Educational Environments at Ecophon UK & Ireland and Russell Richardson, Director at RBA Acoustics and the Institute of Acoustics Council’s Honorary Secretary with Salma Cranfield the presenter. Episode Two – A Sound Education That good acoustics in schools and higher education institutions is vital, should not be much of a surprise to Acoustic […]
Acoustics will feature in a new groundbreaking research study!
New – Innovative Learning Environments & Teacher Change research project This global education research project, ILETC, will run for the next four years. It is an Australian Research Council Linkage Project, led by the University of Melbourne’s – Learning Environments Applied Research Network (LEaRN). What will the project do…. ILETC will explore how space […]
Teachers overrepresented in the waiting rooms of voice clinics
Viveka Lyberg Åhlander a PhD in Medical Sciences/ Logopedics at EIAS2015 Vocal stress is an increasing issue in schools Viveka Lyberg Åhlander of Lund University is an expert in speech-language pathology and has worked a lot with people with voice problems. During her work, she noticed that quite a few of the people she helped were teachers. […]
Spreading the message about how to apply the new school acoustic standard
In April this year, Shane Cryer – Educational Environments Concept Developer continued Ecophon’s BB93 roadshows with a case study visit to the newly opened City of Glasgow College Riverside Campus, to highlight the importance of acoustics in education. This £66m campus, accommodating 2000 students, is just part of the overall £228m scheme to replace 11 […]
How to transform unnecessary “waiting time” to valuable teaching time
In short, (you guessed it!) by improving acoustics A masters thesis from last year by Petra Lagerberg and Sebastian Holm at the Royal Institute of Technology, Stockholm KTH examined if an improved acoustic environment in schools can have positive socio-economic effects. Their study shows that an improved sound environment makes classes more efficient and that the total […]
New revised Acoustics of Schools : a design guide in UK
This document jointly published by the Institute of Acoustics (IOA) and the Association of Noise Consultants (ANC) is designed to accompany the revised performance standards for the acoustic design of schools published by the Department for Education in December 2014 (White cover below). This latest document is a revision of the guidance previously published in 2003 as Sections 2 […]
