Personalised Control of Indoor Acoustics (in middle schools)

Abstract

Architecture is much more than just built forms on a piece of land. Architecture hinges on user experience and comfort. As such, it is up to us, as designers and engineers to be mindful of the quality of the conceptualized space.

Building physics is one such field that addresses the concerns of users. It outlines topics that play an integral role in the quality of life; thermal comfort, ventilation, lighting, and acoustics. The first three factors have something in common. They have evolved and been developed to the point where the user has the luxury of controlling this factors at a scale local to the user itself. This creates an enhanced user experience. Acoustics, on the other hand, poses numerous problems when the topic of personal control is broached. There are many factors that impact the quality of sound in a space. That is, there are simply too many variables one must take into account while addressing the topic of personalised control of sound in a room. Acoustic control systems, while existent, heavily hinge on the usage of technology to provide user control, resulting in bulky or expensive systems that makes this very concept of personalised control a distant reach to the average user.

Schools, particularly primary schools and middle schools pose an interesting challenge. In addition to the varying functions that happen in a classroom over the span of a day or a lesson plan, the users also have differing sound demands. Teachers’ main concern is related to vocal strain and fatigue, while the poor acoustic conditions affect students’ learning and social development.

While acoustic standards are largely enforced in the built environment during and post construction, it is imperative that we acknowledge that these standards are set for adults, by adults. They are values that make sense to a person with fully developed auditory and sensory systems. They are limited by the general function of a space and do not necessarily address the nuances of spatial usage. As a result, applying these standards as an unwavering rule to architectural typologies aimed at children might not be the most ideal approach. The still developing auditory and sensory systems of children, and the resulting requirements must be taken into account in spaces aimed at them.

This thesis aims to explore the possibilities that passive (dynamic) systems offer in the realm of acoustic and sound control set in the context of a middle school classroom. This process is done by theoretical calculations and digital simulations.