The first half of the lecture shows practical examples for the reflection of the technique and results of comfort evaluation, focusing on a variety of users who will be living in cities. It is expected to understand the way of solving social and spatial problems from the point of view of human behavior and consciousness.
The second half focuses on the sound and acoustical environment, in which we are always living. The sound and acoustical environment can not only be explained with the physical and engineering ways, but should also be described from the perspective of auditory impressions. It will be discussed how to realize acoustically comfortable environment based on the knowledge of physics, engineering and auditory evaluation of sound and acoustics.
At the end of this course, students will be able to;
1) Be sensitive to the characteristics of a variety of users who use the city.
2) Understand the problem-solving techniques in practical field.
3) Learn how to think the agenda-setting in the changes of social conditions.
4) Understand how the sound and acoustical environment can be described with physical, engineering ways.
5) Be sensitive to the comfortableness of sound and acoustics.
6) Understand the concept how to realize acoustically comfortable environment.
Environment Behavior Study, PDCA, Usability, Safety, Comfort Sound and acoustical environment, Noise, Annoyance, Reverberation, Acoustical design
|Intercultural skills||Communication skills||Specialist skills||Critical thinking skills||Practical and/or problem-solving skills|
The class will proceed with showing the materials (powerpoint), presenting acoustical events for listening in the second half. The students are requested to prepare the reports instead of examination in each half. The themes are how built environment solve users’ social problems occurring in the near future in the first half, and how to fix acoustically difficult situation to comfortable in an example space in the second half.
|Course schedule||Required learning|
|Class 1||Daily safety and design of architectural space||Time series variation of daily accident, The pattern of the accident, Compatibility of design and safety|
|Class 2||PDCA of architectural space||Understanding users’ needs, Behavioral changes due to the space design, PDCA|
|Class 3||Space for supporting behavior of parents and children||Social circumstances surrounding the child-rearing generation, Behavioral model of parents and children, Creating environment for enjoying the child-rearing|
|Class 4||Point of view of the problem discovery and their solutions||Currying report task|
|Class 5||Students’ usual acoustical circumstances, Basic knowledge of sound and acoustics||Re-recognition of students’ own acoustical circumstances Review of sound and acoustics basics|
|Class 6||Quietness, sound insulation and noise control||Leaning how to describe quietness Leaning methods of sound insulation and noise control|
|Class 7||Room acoustics||Understanding of room acoustics Leaning how to realize confortable room acoustics|
|Class 8||Acoustical design of spaces||Understanding acoustical design in architectural design process Identifying acoustical issues and how fixing them|
The degree of understanding would be evaluated by the two reports.