1. Conditions of access
1.1. Curent reform movements
1.1.1. Creating Space and Time for Quiet
1.1.1.1. "Quiet Revolution" to address the needs of introverts
1.1.1.2. Quiet spaces to teach students self-regulation
1.1.1.3. Quiet hallways in charter schools and some private schools
1.1.1.4. meditation time
1.1.2. State Standards call for increased cooperative learning
1.1.2.1. Similar movement to transform school libraries from quiet spaces into collaborative learning spaces/maker spaces. The amplitude of these spaces is higher.
1.2. "Outlawing Adolescence"
1.2.1. 22 states have legislation that prohibits behavior typically associated with adolescents, with vague language like "disrupting school"
2. Sound as Ordering
2.1. school's sonic patterns
2.1.1. school bell
2.1.2. sonic pattern of class/passing period/class/lunch/recess/class/etc.
2.2. sonic techniques to gather attention
2.2.1. call and response techniques (e.g. counting)
2.2.2. non-verbal techniques (e.g., clapping)
3. Preferred sounds of learning
3.1. silence
3.2. some literature indicates teachers prefer soft chatter to complete silence
4. Listening
4.1. As opposed to hearing
4.2. moral component in that it indicates a willingness to be receptive
4.3. information gathering
4.4. associated with learning
5. Sound as temporal and spatial
5.1. requires a medium to move
5.1.1. across and through bodies
5.2. vibration
5.2.1. non-acoustic sound
5.3. sound extends beyond walls, particularly sounds with lower frequencies
6. Types of sounds
6.1. building sounds
6.1.1. HVAC machine
6.1.2. Echoes in stairwell and hallway
6.1.3. lockers
6.1.4. the resonances of classrooms and other school spaces
6.2. voices
6.2.1. whispering
6.2.2. shouting
6.3. pens, pencils, keyboards, and other writing tools
6.4. smartphones
6.4.1. headphones
7. Noise
7.1. as excess (thinking affect theory here)
7.2. in signal-to-noise, noise is considered that which isn't information, that which does not make sense
7.3. noise has also been theorized in terms of what it does: it interrupts
7.4. Intwined with questions around race, class, and gender
7.4.1. The "Sonic Color Line" (Stoever)
7.5. Amplitude
8. Acoustics
8.1. Extensive literature on the harmful effects of school noise and poor school acoustics, all much of it has proven insignificant
8.1.1. Poor student performance
8.1.2. Particularly detrimental to hard-of-hearing students
8.1.3. increased stress levels
8.1.4. WHO outlines recommended decibel levels and reverberation times for schools, both classroom and non-classroom spaces.