Velka Bystrice is a small town in the Czech Republic with only 3,500 inhabitants. The sports hall is the only facility of its kind in the town. It is an integral part of the life of those living here and is used daily, including weekends. Description of the case The area of the hall is […]
Education
Major acoustic upgrade at Seth MR Jaipuriya school in Lucknow, India
Seth MR Jaipuriya school in Lucknow, India, recently underwent a major upgrade with Team 3 Architects in New Delhi, bringing the school confidently into the 21st Century. Luckily, the acoustics were not forgotten and were, in fact, a main concern for the Principal, Promini Chopra, who speaks in the video below. “After 25-26 years, we […]
Noise in Preschools – the Effect on the Heart Rate Variability of Preschool Teachers
High noise levels are very common in preschools. In this study, the influence of noise on the heart rate variability of preschool teachers was investigated. Furthermore, suggestions are given on how the noise level in preschools could be reduced. By Sonja Brachtl, psychologist and preschool teacher Background The average sound level in preschools often exceeds […]
Improving acoustic conditions at Mount Abu School in Delhi, India
Mount Abu School in Delhi, India, prides itself in providing the most advanced and optimized learning environments for its learners. That’s why the school offers an impressive array of technology for students like 3D printers and robotics, and also houses a STEM excellence center. But the acoustic conditions left a lot to be desired. After […]
Designing quality learning spaces in over 600 schools in New Zealand
As part of their School Property Strategy, New Zealand’s Ministry of Education (MoE) has recently revamped their acoustic standard for education, Designing Quality Learning Spaces (DQLS), and aims to implement it across 3,000 learning spaces in over 600 schools. The initiatives were recently presented at the Internoise 2022 conference by James Whitlock from Marshall Day […]
Finding a comfortable balance for children on the autism spectrum (Internoise 2022)
Children on the autism spectrum (ASD) make up a large contingent of today’s classrooms and are highly affected by the acoustic environment. These children often have comorbidities, particularly hypersensitivities to noise and other environmental factors. They find sounds overwhelming and also do not find it as easy to neurologically habituate to sounds over time [1] […]
Improving the acoustic conditions for children with special listening needs (Adrian James Acoustics, Internoise 2022)
As a veteran acoustician and the principal author of the UK acoustic standard for schools BB93, Adrian James has spent nearly three decades considering and influencing the role sound plays in classrooms. He notes that the Department for Education’s Advice on Standards for School Premises, 2015, for children with special listening needs (accessible here) is […]
Lily Wang and Maslow’s hierarchy of needs: Wonderful key-note at Internoise in Glasgow.
If Michael Jackson was King of Pop – Lily Wang is Queen of acoustics! We feel so lucky to have been part of a legendary keynote presentation that made us laugh, wonder, reflect, and a bit star-struck! Lily has skills that go beyond her impressive professional merits: This lady excels on stage! Add to that […]
Diffuse ceiling ventilation contributes to quieter classrooms at a school in Eslöv, Sweden
At Ekenäs School in Eslöv, Sweden, we compared four classrooms with almost identical acoustic treatments but differing in the type of ventilation system used. We wanted to know if diffuse ceiling ventilation can offer a quieter as well as more comfortable, sustainable and cheaper solution. Background: diffuse ceiling ventilation Diffuse ceiling ventilation allows air […]
Diffuse ventilation: a quieter, more sustainable alternative for the post-pandemic classroom
Schools globally take on a daily responsibility: to provide the very best environment in which students can grow and thrive. And they need to do it equitably; true inclusivity means that no child gets left behind regardless of background or level of ability. But schools also need to think about the greater context. By raising […]
