Acoustical Standards Used in Design of School Spaces

Wróblewska, Dominika

doi:10.12693/aphyspola.118.186

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…[10] again highlights that for multipurpose auditoria, reverberation time may not be enough for music, but may be excessive for spoken word. [11] in a review of acoustical standards in the design of school spaces agrees with [10] that the reverberation time could be compromised to 1 s ±10%. However, [10] introduces the role of active acoustics (the use of microphones, loudspeakers and signal processing) to vary reverberation time than will be possible with just passive variable acoustics.…”

Section: Auditorium Designsupporting

confidence: 65%

Audit of Auditoriums in an Academic Setting, Ghana

Koranteng¹,

Sımons²,

Fiati³

2019

JBCPR

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Auditorium buildings are special structures needing much attention for it to function properly. Generally, consideration should be given to seating, sightlines, and acoustic requirements. In addition, the design should ensure performer-audience intimacy as much as possible. The focus of the study is to review design strategies for auditoria on the Kwame Nkrumah University of Science and Technology, Kumasi campus towards compliance and to develop solutions for improvements that will enhance the performance of 4 selected auditorium facilities. Case study, observation and measurements were the main strategies used. The results revealed that the approaches involved in auditorium designs are shape, volume, surface boundary dimensions and materials, stage, seating, foyers and sightlines. These parameters are grouped under acoustical, functional and programmatic parameters. Reverberation time calculated was high which indicated speech intelligibility problems, hence, improvement efforts were made to change the floor materials from polished tiles to carpeted floors, and high absorption wall claddings. In the process, the reverberation time was reduced from 1.47 -2.23 to 0.84 -1.73 for the studied buildings. The study recommends strict adherence to standards and guidelines, and for designers to have a keen focus on designing these special buildings. A renovation effort when undertaken, will lead to improvements in the performance of the selected buildings.

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Section: Auditorium Designsupporting

confidence: 65%

Audit of Auditoriums in an Academic Setting, Ghana

Koranteng¹,

Sımons²,

Fiati³

2019

JBCPR

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“…STI defines the speech intelligibility degree of the room. When speech intelligibility is more than 0.6 it can be considered as 'good', and when it is more 0.75 it is considered as 'very good' (Wróblewska, 2010). As shown in Figure 8, STI is gradually reduced from the first to the last row; in other words, the further students (receivers) are from the teacher (source), the lower the STI values, which is mainly attributable to the phenomena of the teacher's direct sound.…”

Section: Speech Transmission Index (Sti) -T2smentioning

confidence: 99%

Acoustical Evaluation and Comparison Between Two Classroom Types in Erbil

2023

EAJSE

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In order to acquire an effective learning process in lecture halls with good speech intelligibility, good acoustical performance is essential. Inappropriate acoustic quality in classrooms reduces learning quality experience and can induce emotional disorders among students. The aim of this study is to evaluate and compare acoustic quality in two classrooms to determine their performance in terms of the learning process, at two types of theoretical halls at the Faculty of Engineering, Tishk International University. The calculation for the acoustical parameters of Reverberation Time (RT, T30), Speech Transmission Index (STI) and sound pressure level (SPL) for the selected educational spaces (classrooms) by simulation software (ODEON) were conducted, and the results were compared with acoustical requirements and guidelines for educational spaces. The results indicated that the closer the receiver (i.e., learner) is to the source (i.e., the lecturer), the lower the reverberation time; conversely, the further students (receivers) are from the teacher (source), the lower the STI and SPL values. This is mainly because of teacher's direct sound. It can be concluded that the acoustic quality of flat halls is better than raked halls for the learning process.

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“…Likewise, different acoustic criteria are specified based on whether the building is new or has been renovated. (a) Classroom volume V ≤ 283 m 3 (b) Classroom volume V> 283 m 3 (c) Classroom volume V ≤ 250 m 3 (d) Classroom volume V> 250 m 3 (e) Primary school classroom (f) Secondary school classroom (g) Classroom height H ≤ 4m (h) Classroom height H> 4m Source: (Berglund et al, 1999) (Machimbarrena and Rasmussen, 2016) (Mealings, 2016) (Mikulski and Radosz, 2011) (Rasmussen et al, 2012) (Rasmussen and Guigou-Carter, 2016) (Torchia et al, 2015) (Vallet and Karabiber, 2002) (Wróblewska, 2010) The limitations of the Chilean standard to guarantee an adequate noise level in the classrooms get worse when reviewing the facade sound insulation criterion D 2m, nT, w . As specified in some international standards, the minimum insulation of the façade is based on the external noise level (DNEL).…”

Section: Acoustic Design Criteria For Learning Environmentsmentioning

confidence: 99%

Una mirada a los criterios de diseño acústico de la infraestructura educacional en Chile

Aguilar¹

2019

Rev. ing. constr.

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Since oral communication is the main means we use to learn, acoustics becomes one of the most important attributes of the architectural design of classrooms. Adverse acoustic conditions in the classroom negatively affect the learning, performance and cognitive development of students. In year 2015 the Ministry of Education introduced acoustic design criteria for learning spaces. This article presents a review of these criteria based on a comparison with international regulations and considering the database of the Santiago's urban noise map. The results show that the current acoustic criteria for educational settings in Chile present several shortcomings with respect to international standards. It is also observed that more than 70% of educational establishments in Santiago are exposed to environmental noise levels that lie outside the range of application of the criterion.

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Acoustical Standards Used in Design of School Spaces

Cited by 6 publications

References 3 publications

Audit of Auditoriums in an Academic Setting, Ghana

Audit of Auditoriums in an Academic Setting, Ghana

Acoustical Evaluation and Comparison Between Two Classroom Types in Erbil

Una mirada a los criterios de diseño acústico de la infraestructura educacional en Chile

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