Conference_programme: 18.3 - Voice accommodations in room acoustics and noise
Lecture: The effects of classroom acoustics, particularly low frequency noise, on the teacher’s voice
Author(s): Durup Nick, Shield Bridget, Dance Stephen, Sullivan Rory
Summary:
The acoustic design of schools has traditionally focused on enabling pupils to hear the teacher. However, given the high prevalence of voice problems among teachers, there is also a need for those involved in the acoustic design of classrooms to consider voice ergonomics for teachers. \nA recent study undertook measurements of teachers’ voices in classrooms with different acoustic properties to examine possible correlations between voice and classroom acoustics parameters. The majority of the classrooms involved met current acoustic standards for newly constructed classrooms in England. \nThe mean voice level measured was classified as ‘loud’ (based on guidance values) and the participants spoke for a large proportion of the day (average 21%). The female participants spoke at higher levels than the male participants which is contrary to the average voice levels for the wider population. These factors indicated that the participants were using their voices in ways which were different to ‘normal’ non-occupational voice use.\nThose teaching younger aged children spoke both at higher levels and for a larger proportion of the teaching day which may indicate elevated risks of voice problems in this group.\nThere were no correlations between reverberation time parameters and voice characteristics.\nHowever, participants teaching in rooms with higher unoccupied noise levels spoke at a higher sound level. There was a significant, positive correlation between voice levels in female participants and unoccupied noise levels in the same region of the noise spectrum as the fundamental frequency of the female voice. The data suggested a similar relationship for male participants. This indicated that the control of low frequency noise levels and reverberation times (not currently covered by school acoustics guidance documents in the UK) may be important in reducing voice levels and the associated vocal risks.
Corresponding author
Name: Mr Nick Durup
e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Country: United Kingdom
