The following collection was compiled as part of our literature review on acoustics in classrooms and schools. Most of the individual titles are taken from the database that August Schick built up over many years. This collection has been supplemented by a systematic search of the ‘Education Literature Database’ of the Specialist Information System (FIS) for Education at the Coordination Office of the German Institute for International Educational Research, Frankfurt am Main. In some cases, we have also made use of the database of the ‘Educational Resources Information Centre’ (ERIC).

Most of the titles listed below are available in our collection in their original form. We would ask all authors not yet listed here to provide the relevant additions and information. We assume that many further relevant texts have been written and teaching experiences shared within the fields of music education, biology, general studies and physics. We will be happy to pass these on if we become aware of them.

August Schick and Ulrich Kötting

University of Oldenburg, PO Box 5634, 26046 Oldenburg

fax: 0441-798-195518, email:

1
Altner, Günter
The Transformation of the World. Notes on Goethe’s Morphology.
Biology Teaching: Lärm. 1982, No. 70, 44–47.

2
Amrein, Franz
Music that Heals and Music that Causes Illness – A Plea for Silence.
Friedrich-Jahresheft 1990, 8, 148–149.

3
Anderson, Anne; Lynch, Tony
Listening.
Oxford: Oxford Univ. Press, 1991, 154 pp.
"Contents: Section one: Explanation – Research into listening 1. What is listening comprehension 2. Listening skills in native speakers 3. Listening skills in foreign learners 4. The development of listening skills across grades Section two: Demonstration – Listening materials 5. Listening in the L2 classroom 6. Approaches to grading L2 listening 7. Samples from a graded listening programme Section three: Exploration 8. Investigating listening in your classroom. Teaching materials, Basic didactic information, Foreign language teaching, English language teaching, Methodology, Teacher training, Subject-specific didactics, Listening, Listening comprehension, Spoken language, Classroom, Listening, Noise, Teachers, Noise as a subject of teaching, School."

4
Assmann, Brigitte
Networked thinking in problem-solving contexts. Project suggestion for lower secondary level (Years 9/10).
UB 1994, Vol. 18, No. 193, Lower Secondary Level, 31–36.
"Traffic noise. Record the following text onto a cassette: Noise disrupts communication, annoys those seeking relaxation, and leads to irritation, unease and discomfort. The blood vessels in the skin constrict, blood pressure rises, cardiac output decreases, the production of gastric juices and saliva diminishes, and overall muscle tension increases. Irritability and headaches, chronic sleep disturbances and high blood pressure can result from constant noise. In extreme cases, this can lead to irreversible noise-induced hearing loss. Position yourselves along roads with varying levels of traffic, first 8 metres, then 4 metres and finally 2 metres away from the group. Check whether the text, played back at a normal listening volume via the cassette recorder, can be understood. Also measure the volume of road traffic using a noise meter in dB(A). 1. In which locations and situations was the noise pollution from road traffic at its highest? 2. Describe the functions of the buildings lining the street (e.g. residential, commercial...). 3. Ask residents living on the streets whether they feel disturbed by traffic noise in their street. 4. Measure the noise at different heights on a high-rise building. How loud is it during the day, and how loud does the road traffic noise seem to residents at night?"

5
Aust, Siegfried
Social Orders and Regulations – or: Those who understand do not need supervision.
General Studies and Mathematics in Primary Education 1981, Vol. 9, No. 12, 472–479.
"The lesson plan includes three short stories, two of which (‘The Moped Gang from Ahornstrasse’ and ‘End of the Working Day – Time for Peace and Quiet?’) present two perspectives on the same issue: noise (caused by mopeds). The third short story (‘An Attempt at Mediation’) encourages pupils to identify and evaluate the pros and cons, and to come up with proposed solutions. Teaching material, social studies, primary education, primary school, general studies, social studies, lesson plan, social conflict, noise, consideration, subject matter: Noise pollution, consideration, classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school."

6
Badegruber, Bernd
Wege zum offenen Unterricht.
Grundschulmagazin 1997, Vol. 12, No. 7–8, 39–42.
"This article outlines ways in which open learning can be implemented in the classroom with a Year 1 class or when taking over a class accustomed to teacher-centred teaching. It also presents the work of a class that is already well advanced in open learning. Classroom, listening, noise, teacher, noise, noise as a subject of teaching, school, teaching materials, organisation of lessons, teaching methods, primary school, primary education, open learning, classroom, design, learning objective, lesson planning, preparation."

7
Baden-Württemberg. Ministry of Food, Agriculture, Environment and Forestry
Environmental protection in Baden-Württemberg: Third Medium-Term Environmental Protection Programme.
Stuttgart: Ministry of Food, Agriculture, Environment and Forestry of Baden-Württemberg, 1983, 162 pp.
"Teaching materials, chemistry, collection of materials, environmental protection, noise, Baden-Württemberg, further education, food, air pollution, water pollution, soil pollution, nature conservation, waste, radioactivity Abstract: Subject: Environmental protection in Baden-Württemberg. - Classroom, hearing, noise, teacher, noise as a subject of teaching, school."

8
Bagrowa, I. G.
Some particular features of the auditory perception of words by hard-of-hearing pupils.
Die Sonderschule 1987, Vol. 32, No. 3, 154–161.
"Special education, hearing impairment, hearing-impaired person, child with a disability, auditory perception, hearing, language development – classroom, hearing, noise, teacher, noise as a subject of teaching, school."

9
Barthelmes, Jürgen
And what are you listening to right now? 15 years of the Walkman, or: Much ado about what?
Welt des Kindes 1995, 5, 36–38.
“Once again, there is fierce public criticism of ‘nervous’, ‘imaginative-deficient’ and ‘television-addled’ media children: They are said to be wasting their childhood in front of the television and the computer, numbing their senses and worldviews with video games, and blasting their ears and emotions with Walkmans and Discmans. Adults are certainly not treating today’s children with much respect, and everywhere you look, the talk is all about the ‘problem children of the nineties’ and the ‘TV kids’. Child, adolescent, auditory perception, hearing, Walkman, media, classroom, hearing, noise, teacher, noise as a subject in the classroom, school."

10
Behrens, Gerd, Hoppe, Manfred;
How does noise affect us? A collection of resources for exploring noise situations.
Arbeiten + lernen 1980, Vol. 2, No. 10–10a, 19–26.
"This lesson plan on the effects of noise is intended as an attempt to help pupils understand the need to structure and organise their work and environment, so that during their school years they can proactively engage with the challenges of future working and living practices; this lesson plan on the effects of noise is designed not only to facilitate a cognitively oriented acquisition of the content essential for understanding the subject matter, but also to engage pupils socially and emotionally through sensory experiences of noisy situations as part of explorations of workplaces. The aim here is to raise pupils’ awareness of environmental pollution issues beyond their personal sphere of life, to make them aware of the consequences of such issues, and to spark their interest in measures to tackle these problems. Components of the lesson plan include comprehensive factual information, in particular on the various aspects of noise (technical, economic, biological-medical, political-social), an outline of the lesson plan, worksheets and visual materials, as well as references on the subject matter and the didactics of the topic. Subject: The effects of noise. - Teaching materials, Technology lessons, Lower Secondary Level, Polytechnic education, Work studies, Collection of materials, Graphical representation, Text, Worksheets, Noise, Effects, Workplace, Classroom, Hearing, Noise, Teachers, Noise as a subject of teaching, School."

11
Berendt, Joachim E.
Listen up! Media.
Psychologie heute 1993, Vol. 20, No. 12, 64–67.
"Media research, media education, media effects research, television, hearing, auditory perception, visual perception, silence, education, communication, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

12
Bergk, M.
Yoga with challenging children.
Westermann’s Pedagogical Contributions 1984, Vol. 36, No. 10, 492–503.
Noise and silence as a subject for teaching – concentration and attention.

13
Berndt, H.; Pfeiffer, U.; Plath, P.; Schick, A.; Schuschke, G.; Stange, G.; Zenner, H.-P.; Ising, H.;
Hearing damage caused by loud music. Statement by the ‘Soziakusis (Civilisation-related Hearing Loss)’ Commission of the Federal Environment Agency.
Journal of Noise Control 1995, Vol. 42, No. 5, 144.
“According to current scientific knowledge, there is a risk of permanent hearing damage from listening to excessively loud music. The growing number of young people with hearing damage is a cause for concern and warrants swift action. / Based on the known risks (risk models according to ISO 1999) and the average music-listening habits of young people, a risk assessment of the effects on hearing was carried out [1]. According to this, after 5 years of listening to a Walkman, hearing loss of at least 10 dB at 4 kHz is to be expected in approximately 10% of young people. After 10 years, approximately 0.3% of young people will already have noticeably impaired speech perception by the age of 30. Frequent visits to nightclubs significantly increase the risk to hearing. / A recently completed study [2] involving approximately 1,800 young men showed that 24 per cent of them were already affected by a clearly measurable hearing impairment. This finding confirms the risk assessment. / It is therefore essential to provide the population, particularly young people, with long-term protection against medically irreversible hearing damage caused by loud music. Such hearing damage limits one’s ability to work and to communicate in social settings. The following measures are therefore proposed: 1. To raise awareness of the aforementioned risks through educational campaigns aimed, on the one hand, at those most frequently exposed to loud music (who are mostly young people, via schools, youth workers and social workers) and, on the other hand, at those in positions of responsibility (event organisers, DJs and venue owners, such as towns and local authorities). The media also have a particular role to play here. Health education activities relating to noise should, above all, be implemented in schools. The Federal Centre for Health Education (Cologne) is currently developing appropriate teaching materials. 2. Reducing noise exposure through music volume limits: - in nightclubs by limiting the continuous sound level to 90–95 dB(A) in the loudest area of the venue, in accordance with DIN 15905 Part 5 (Sound engineering in theatres and multi-purpose halls; measures to prevent hearing damage to the audience caused by high sound pressure levels during loudspeaker playback); for portable sound reproduction devices with headphones, in the case of devices intended for adults, by limiting the continuous sound pressure level to 90 dB(A) in accordance with the recommendation of the ad hoc working group ‘Limitation of sound pressure levels when using headphones’ of the German Electrotechnical Commission within DIN and VDE. To achieve this objective technically, the International Electrotechnical Commission has drawn up a draft; for children’s devices, by limiting the continuous sound pressure level to 80 dB(A), whereby a three-year transition period is provided for on the basis of the draft international toy standard (CEN/TC 52/WG3 ‘Safety of toys/noise-emitting toys’), a three-year transition period is provided for.”

14
Bernlocher-Rettstatt, Elke
Collaborative work promotes social interaction within the class.
Grundschulmagazin 1996, Vol. 11, No. 4, 29–32.
"Community-based education is an important part of daily life in the classroom. A willingness to help others, tolerance, self-control, a sense of responsibility, and personal development can all be fostered through living and working together as a community. Classroom, listening, noise, teacher, noise, noise as a subject of teaching, school, cross-curricular teaching, primary school, primary education, community-based education, organisation, classroom, group work, example, support, responsibility, social behaviour.”

15
Bertelsmann, K.
Asceticism and concentration in art lessons.
Westermann’s Pedagogical Contributions 1984, Vol. 36, No. 10, 481–485.
Noise and silence as a subject for teaching.

16
Betrifft uns (ed.)
Less noise – better quality of life.
Betrifft uns 1980, 12, 1–15.
“Teaching guidelines. p. 1. / Lesson plan. p. 2. / Tasks – Materials – Information. p. 6. / Broad objectives: Pupils should be able to distinguish between sound, noise and noise pollution, recognise the negative effects of noise on people, become aware of active and passive noise control measures, and assess their implementation to reduce workplace noise and traffic noise, and assess the application of the polluter-pays principle in noise protection. The question raised is whether we wish to accept the situation: ‘Noise on earth, and peace only in heaven?’ The need for peace and quiet is pitted against activities or behaviour that generate noise. Although there are different types of noise, all noise reduces the quality of life. Error! Reference source not found.Sound is measurable, but the threshold at which a sound is perceived as noise is subjective. The effects of noise on humans range from nuisance through to health impairment and even damage to health. Noise-induced hearing loss has become the most common occupational disease. Other effects of noise include reduced productivity and an increased risk of accidents. A distinction is made between active and passive noise protection in transport and in the workplace. ..."

17
Bölts, Hartmut
Noise. Materials for a series of lessons.
Marburg: Soznat, 1985 (Series: Soznat. Teaching Materials), 32 pp.
"Teaching material, collection of materials, lower secondary school, role play, sound, motorway, independent work, pupils, teaching unit, noise, environmental education, lower secondary level – classroom, hearing, noise, teachers, noise as a subject of teaching, school."

18
Bogner, Franz
Our Ear.
Biology Lessons 1990, Vol. 14, No. 157, 20–24.
“In addition to detailed information on the structure and function of the human ear, methodological and didactic guidance is provided for addressing the topic across three key teaching areas: structure, signal transmission and the site of excitation/formation, with the sense of hearing, balance and spatial orientation being covered together. Pupils examine the structure of the ear using a demonstration model and carry out simple experiments on the functions of the ear. Subject: Structure and function of the organ of hearing, as well as the organs of balance and spatial orientation. – Teaching material, School Year 07, School Year 09, Lower Secondary Level, Biology, teaching unit, worksheet, experiment instructions, sensory organ, ear, sense of balance, sensory physiology, hearing, sense of hearing, sound vibrations, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

19
Borgwardt, Ulf, Niemann, Evelyn
On the development of listening skills at the introductory stage of Russian language teaching.
Foreign Language Teaching 1989, Vol. 33, No. 5, 223–226, 242.
"Basic didactic information, beginner-level teaching, GDR, listening, listening comprehension, Russian, foreign language teaching, exercise format, classroom, listening, noise, teacher, noise as a subject of teaching, school."

20
Brater, Michael (ed.), Hemmer, Christiane (ed.), Maurus, Anna (ed.), Munz, Claudia (ed.)
Analysis of the professional field and qualifications for environmental specialists in public administration.
Berlin, 1992, 674 pp.
“Research method: empirical, interviews, expert discussions. Based on 124 expert surveys across all sectors of state environmental protection (air quality control, water management, soil protection, nature conservation, waste management, noise protection, radiation

21
Breslauer, Klaus
Protection against noise.
Monatshefte für die Unterrichtspraxis 1980, Vol. 48, No. 7, 454–462.
"Preliminary didactic considerations focus on the diversity of aspects within the teaching unit, on the use of these aspects in teaching through an interdisciplinary approach, and on outlining an integrative teaching approach. For two sub-units, the broad learning objectives are: 1. to recognise that the degree of sound insulation depends on the quantity of materials used, and 2. to recognise that air-filled materials are well suited to sound insulation. Furthermore, specific learning objectives, media, equipment, resources and guidance on lesson organisation are outlined. For both sub-units, a lesson plan is presented, including problem design, problem formulation, hypotheses, recording of results and consolidation of findings. Illustrations include a blackboard diagram and a worksheet. Subject: Noise protection. - Teaching material, physics lessons, primary education, primary school, general studies, biology, teaching unit, noise, cross-curricular teaching, worksheet, environmental education, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

22
Broady, Elspeth, Kenning, Marie-Madeleine (eds.);
Promoting learner autonomy in university language teaching.
London: CILT, 1996, 259 pp.
“This anthology on the topic of ‘Autonomous Learning at University’ contains the following contributions: ‘Learner Autonomy: An Introduction to the Issues’ by Elspeth Broady and Marie-Madeleine Kenning, pp. 9–22; ‘Peer Teaching: A New Approach to Advanced Level Language Learning’ by Catrine Carpenter, pp. 23–38; ‘The Rewards and Pitfalls of Autonomy: A Bangor Experience’ by Keith Marshall, pp. 39–60, ‘Promoting Autonomy through a Listening Curriculum’ by Michèle Dickson, pp. 61–80, ‘Evaluating a Self-Study System’ by Kate Beeching, pp. 81–104, Tandem Learning: Independence through Partnership by Tim Lewis, Jane Woodin and Elke St John, 105–120, IT and Autonomy by Marie-Madeleine Kenning, 121–138, Resource-Based Language Learning: Pedagogic Strategies for *Le Monde sur CD-ROM* by Marie-Noèlle Guillot, 139–158, Independent Learning and the Computer: The Text Analysis Programme at the University of Ulster by Jane McKee, 159–184, Going Solo: Learners’ Experiences of Self-Instruction and Self-Instruction Training by Maria Fernandez-Toro and Francis R Jones, 185–214, Learner Attitudes towards Self-Direction by Elspeth Broady, 215–236, Ethnicity and the Autonomous Language Learner: Different Beliefs and Learning Strategies? by Marie-Christine Press, 237–259. (IFS). Basic pedagogical information, authentic teaching materials, autonomous learning, CD-ROM, computer-assisted learning, attitude <PSY>, experience report, evaluation, advanced-level teaching, foreign language teaching, higher education, listening, information technology, intercultural comparison, learning strategy, self-study course, Tandem method, text analysis, newspaper, curriculum, classroom, listening, noise, teacher, noise as a subject of teaching, school."

23
Bruns, Maria, et al.
Roads and traffic.
Practical Environmental Education 1988, 2, 4–32.
"This periodical, published by the ‘Pedagogical Centre of the State of Rhineland-Palatinate’, has set itself the task of compiling topic-based, practical articles on environmental education for all types of schools and classes. Interdisciplinary teaching projects, experiment guides, construction guides and lesson reports are supplemented by factual information on the issue’s theme. Teaching materials, interdisciplinary teaching, biology lessons, teaching resources, collection of materials, experiment instructions, traffic calming, traffic observation, noise, sound, road construction, exhaust fumes, environmental education, classroom, hearing, noise, teachers, noise as a subject in the classroom, school."

24
Federal Office of Public Health (Switzerland)
‘Ganz Ohr’ media pack.
Bern: FOPH, 1998.
‘Ganz Ohr’ – the FOPH’s prevention campaign. ‘Ganz Ohr’ is the multi-year prevention campaign launched in 1998 by the Federal Office of Public Health (FOPH). The aim is to raise awareness among young people about hearing and its importance for communication. Activities are planned at various levels, such as in schools, the music sector and youth work. Schools play a central role in environmental and health promotion. The Lucerne Environmental Advisory Office has produced the ‘Ganz Ohr’ media kit P.p. for use in schools. ‘Ganz Ohr’ – the media kit from Öko-Mobil Lucerne. How are sounds produced? How does hearing work? What is communication? What is the difference between sound and noise? The media kit provides answers and encourages engagement with the topics of hearing and noise. Thanks to a carefully selected range of resources suitable for interactive, play-based environmental and health education, lecturers can make their own research work easier. The media kit serves as a subject-specific and practical resource, as well as a source of ideas. It can be used not only for individual school lessons but also for activity days in the countryside and the city, or for project weeks.”

25
Claussen, Claus
Silence in the classroom.
Praxis Grundschule 1997, Vol. 21, No. 1, 4–14.
"The author explores the question of how a calm and learning-focused atmosphere can be created in the face of increasing noise disturbance in the classroom, and in the resources section presents signs, symbols, posters and materials designed to promote calm and silence. Teaching method, independent work, calm, silence, classroom, learning atmosphere, individual work, noise, prevention, primary school, primary education, teaching aids, symbol, sign, Non-verbal communication, poster, classroom, listening, noise, teacher, noise, noise as a subject of teaching, school."

26
Cohen, Sheldon
Noise – an environmental toxin for the soul.
Psychologie heute 1982, Vol. 9, No. 5, 73–77.
"Environmental protection, environmental education, noise, psychology, communication, empirical study, interpersonal relationships – classroom, hearing, noise, teachers, noise as a subject of teaching, school."

27
Czinczoll, Bernhard
Protection against noise. A lesson plan for Year 3 or Year 4.
Pädagogische Welt 1980, Vol. 34, No. 4, 249–251.
"Teaching materials, lesson unit, health education, classroom noise, hearing, noise, teachers, noise as a subject of teaching, school."

28
Danilenko, L.
Noise reduction as a criterion for choosing a place of residence
Hessische Bläter für Volksbildung, Ismaring: Max Hueber 1987, p. 29

29
Deutinger, Hans
Hearing and speech development as an objective in early intervention for children with hearing impairments.
*Der Unternehmer* 1988, Vol. 20, No. 2, 41–52.
“Hearing impairment, early detection, support, hearing, development, language development – classroom, hearing, noise, teachers, noise as a subject in lessons, school.”

30
Dietrich, Christa, Brachmann, Almut
Environmental protection in technology lessons – selected tasks and experiments.
Arbeiten + lernen, Technik 4, 1994, 13, pp. 25–30.
"The calorific value of recycled paper briquettes, as well as the causes and effects of noise, are investigated experimentally, with the aim, amongst other things, of learning how to describe environmental problems quantitatively. Teaching materials, technology lessons, polytechnic education, practical skills, experiment, graphical representation, photography, technical drawing, experiment instructions, environmental protection, environmental education, environmental sustainability, waste paper, calorific value, recycling, noise, sound, classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school."

31
Diller, Gottfried
A fulfilling life, the quality of family life and the auditory-language development of the hearing-impaired child.
Die Sonderschule 1994, Vol. 39, No. 3, 188–198.
"A tension can be observed between the professional requirement for ‘norm-oriented prevention through optimal early intervention’ – with the aim of ensuring a fulfilling life for the child – and the quality of family life. A discussion of the interplay between what is professionally necessary, what is desirable and what is individually and socially feasible is intended to contribute to resolving this conflict. For the hearing-impaired child, early hearing training as a holistic perceptual aid and parent-child interaction – which includes spoken language communication – are of central importance. The paper highlights the aspects against which interaction processes should be assessed and how they can be influenced. The findings are applied to a hearing-focused support programme for hearing-impaired toddlers. Special education, hearing-impaired, auditory training, speech training, early intervention, language pedagogy, language support, child-parent relationship, interaction, communication, hearing, support, classroom, hearing, noise, teachers, noise as a subject in the classroom, school."

32
Diller, Gottfried
Hearing with a cochlear implant. An introduction.
Heidelberg: Winter, 1997, 127 pp.
"Special education, hearing-impaired, hearing, disability, improvement, hearing ability, cochlear implant, deafness, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

33
Dönhoff, Hans-Ulrich
Noise measurements using a computer.
Natural Sciences in the Classroom, Physics, 2, 1991, 7, 13–17.
“Noise is not only a nuisance; it can be an environmental factor that is harmful to health. However, if one wishes to carry out a measurement that is as ‘objective’ as possible, the computer can be a valuable aid. This article demonstrates how computer-assisted noise measurements can be carried out. It presents a teaching unit that was developed in North Rhine-Westphalia as part of the ‘Basic Education in Information and Communication Technology’ programme. Subject: Noise measurement using a computer. Teaching materials, Physics, Computing Science, Lower Secondary Level, teaching unit, Basic Information Technology Education, interdisciplinary teaching, use of computers, noise, measurement methods, noise protection, experiment instructions, physics lessons, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

34
Dräxler, Hans-Dieter
Action-oriented approach in advanced-level teaching. Or: How can advanced-level teaching be planned within the curriculum?
Fremdsprache 1997, 1, 12–16.
“The author asks which language acts are significant for advanced young learners in contact with both linguistic and non-linguistic contexts. In his view, these language acts should form the starting point for planning the content of foreign language teaching. In this article, the author is less concerned with the specific organisation of lessons than with planning a fundamental structure for foreign language teaching. Basic didactic information, teaching, foreign language teaching, advanced-level teaching, action-oriented learning, listening, young people, communicative competence, cultural studies, learning objective, learning objective analysis, reading, writing, speaking, text work, text type, classroom, listening, noise, teacher, noise as a subject of teaching, school."

35
Duit, Reinders, Häussler, Peter
Noise in a furniture factory.
Natural Sciences in the Classroom, Physics, Chemistry, 1981, Vol. 29, No. 11, 430–435.
"A case study on noise control is carried out in class and described in detail. In the first lesson, a radio play – ‘Noise in a furniture factory’, in which noise levels exceed the permissible limits – is played, prompting questions from pupils and providing ideas for further work. Over the next six consecutive lessons, the topics covered include sound generation and propagation, sound level measurement, the dangers of high sound levels and the relevant accident prevention regulations. A repeat of the radio play in the sixth lesson is followed by the pupils’ specific noise-reduction proposals for machinery, which are tested using a jigsaw as a model machine. Finally, the pupils work in groups to develop noise control measures for the entire factory. Subject: Pupils design noise control measures for a factory. – Teaching materials, physics lessons, lower secondary level, secondary school, teaching unit, graphical representation, worksheet, worksheet, acoustics, case study, environmental protection, working conditions, radio play, group work, noise, measurement methods, noise protection, factory, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

36
Eberhardt, Marion
Noise causes hearing loss.
LehrerService, Journal for Environmental Education and Ecology, 1985, No. 22, 18–20.

37
Eberhardt, Marion
Noise. Effects on humans.
LehrerService, Journal of Environmental Education and Ecology, 1985, No. 22, 14–15.

38
Eberhardt, Marion
Sleep/concentration.
LehrerService, Journal of Environmental Education and Ecology, 1985, No. 22, pp. 16–17.

39
Eberhardt, Marion
What is noise?
LehrerService, Journal for Environmental Education and Ecology, 1985, No. 22, pp. 6–7.

40
Essen, Anne van der; Delessert, Etienne
The Mouse and the Noise. An environmental book for children.
Cologne: Middelhauve Verlag 1975

41
Faust-Siehl, Gabriele, Wallaschek, Uta
“It is necessary to teach children silence”.
Die Grundschulzeitschrift 1998, Vol. 2, No. 19, 35.
“Teaching materials, primary education, primary school, didactic discussion, discipline <order>, methodology, relaxation training, listening, exercise, attention, classroom, listening, noise, teacher, noise as a subject of teaching, school.”

42
Fellsches, Josef
The realm of the senses precedes the realm of language.
Welt des Kindes 1997, Vol. 75, No. 1, 6–11.
“Children require the greatest possible sensory experience for their development. As this experience is often shifted towards speech and thought in the adult world and is also underestimated by adults, the author presents the importance of this experience in a nuanced way. The deprivation or loss of the world of sensory experience can lead to a lack of relationships, apathy, a destructive urge and other issues. The author calls for children to be given more space and opportunity for sensory perceptions or explorations. He examines hearing (even before birth) in detail as one of the first forms of sensory perception. A child’s socialisation and the associated opportunities for experience take time, and, in the author’s view, this time for experience is urgently needed for children’s independent development. Child, infant, pre-school child, developmental psychology, perception, hearing, sensory organ, social behaviour, social learning, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

43
Fillol, Corinne; Legros, Claude P.;
The genetic algorithms for the optimisation of distributed loudspeaker systems.
Acustica – acta acustica 1999, Vol. 85, Suppl. 1, Joint Meeting ASA/EAA/DEGA, p. S390.
“In reverberant and highly noisy environments, public address systems are often used to improve speech intelligibility. Nevertheless, a number of common problems are generally encountered with such installations. Too many distributed loudspeaker systems suffer from inappropriate use of loudspeakers, which leads to excessive excitation of the reverberant field and poor audience coverage, thereby reducing intelligibility. Two rules of thumb have been well established to optimise the uniformity of audience coverage, but neither of them took into account the loudspeaker’s radiation characteristics within its acoustic environment. Consequently, too many sound systems, in factories and public spaces, are ineffective and fail to comply with safety standards. Nowadays, it is possible to predict the acoustic performance and simulate the radiation pattern of a sound system in a space using a geometric approach. The use of such a programme, incorporating natural algorithms, allows the positioning and number of loudspeakers to be optimised by taking into account the acoustic characteristics of the room and the sound sources. This method is applied in the case of selecting the best configuration from 16 possible loudspeaker locations in a classroom in order to achieve optimum speech intelligibility and minimise renovation costs."

44
Finke, Lothar
Ecology and environmental problems.
Geographische Rundschau 1980, Vol. 32, No. 4, 188–194.
“Having first defined the term ‘ecology’ in a preliminary note, the paper goes on to discuss the state of environmental protection in the Federal Republic of Germany. Specifically, the following topics are addressed: 1. Legislation as an instrument of environmental protection; 2. Principles of the legal framework; 3. Scientific advice and research in the environmental sector. The discussion is illustrated by diagrams showing the effects of the Leaded Petrol Act and investment in wastewater treatment facilities. The following sub-areas of environmental policy are examined in greater detail: water management, air pollution control, waste management, noise abatement, foreign substances in food, the relationship between spatial planning and environmental policy, and the role of environmental protection in society and politics. Tables, diagrams and maps showing the start of air pollution measurements in the Federal Republic of Germany by Federal State, the ranking of the most significant environmental nuisances according to surveys, and noise maps in the Federal Republic of Germany in 1977 are appended to the text. Geography lessons, secondary level, factual information, environmental protection, legislation, environmental research, politics, economics, trade, statistical data, air pollution, water pollution, noise, food, environmental pollution, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

45
Fredebeil, Josef
Teachers set the agenda. From sound to noise. Scientific principles and social consequences.
Bildung real 1987, Vol. 31, Nos. 7–8, 121–125.
"Teaching materials, Basic didactic information, Science teaching, Subject-specific didactics, Biology, Noise, Sound, Project week, Computer simulation, Simulation, Experimental simulation, Experience report from the classroom, Hearing, Noise, Teachers, Noise as a subject of teaching, School."

46
Friedberg, A.
How loud are our streets?
Düsseldorf: Umwelt-Aktion, 1985 (Series: Umwelt-Information), 22 pp.
“In this action-oriented teaching project, pupils are to work in groups to investigate the causes and extent of noise as an environmental problem, using the phenomenon of ‘road traffic noise’ as an example. Part I begins by providing detailed factual information on the subject of noise (types of noise, the process of hearing, the effects of noise, noise measurement, noise abatement). Part II provides guidance on the practical implementation of the project (measurements using sound level meters, counting traffic volumes) and on the analysis (preliminary mapping, final mapping of day and night-time noise, and of the main sources of noise), as well as on the interpretation of the results. Detailed instructions and worksheets for the empirical investigation, as well as guidance on teaching methods, supplement this material. Subject: How noisy are our roads? – Teaching material, School Year 09, School Year 10, Lower Secondary Level, Science lessons, Biology, Teaching project, Worksheets, Experiment instructions, Environmental education, Noise, Measurement methods, Action-oriented learning, Noise protection, Road traffic, Classroom, Hearing, Noise, Teachers, Noise as a subject in the classroom, School."

47
Fruth, Herbert
Learning to learn – a priority for schools and parents. Suggestions from the school counselling service for closer cooperation between home and school.
Die Bayerische Realschule 1989, Vol. 34, Nos. 7–8, pp. 14–20, 26–29.
"Teaching materials, learning to learn, pupil counselling, school, parents, co-operation, learning objectives, project-based learning, noise, psychological stress, handout, private tuition, classroom, listening, noise, teachers, noise, noise as a subject in the classroom, school."

48
Geidl, Almgart
The touch game, the smell game and the listening game.
HTW Praxis 1997, Vol. 49, No. 10, 297–298.
"Primary school, play, perception, smell, hearing, touch, sensation, teaching materials, classroom, hearing, noise, teachers, noise as a subject for teaching, school."

49
Grosser, Ingrid; Kinau, Barbara
Environmental protection – what can be done? Suggestions for environmental education.
Puchheim: PB, 1990; 168 pp.
"Year group: Years 3–4 School level/area: Primary education School type: Primary school Learning area/subject: Cross-curricular teaching Type of text: Teaching guide Topic: Environmental education with a focus on: waste, drinking water, water bodies, noise, electricity generation and forests. - Teaching materials, primary education, primary school, lesson planning, school year 03, school year 04, environmental education, practical guidance, waste management, forests, water, water bodies, noise, general studies, lesson unit, teaching resource, cross-curricular teaching, classroom, listening, noise, teacher, noise, noise as a subject for teaching, school."

50
Grosser, Ingrid, Kinau, Barbara
Environmental protection – what can we do? Suggestions for environmental education, Years 3–4
Puchheim: PB, 1990, 168 pp.
"Year group: Years 3–4 School level/area: Primary level School type: Primary school Subject area/subject: Interdisciplinary teaching Type of text: Teaching resource Topic: Environmental education with a focus on: waste, drinking water, water bodies, noise, electricity generation and forests. Teaching materials, primary education, primary school, lesson planning, school year 03, school year 04, environmental education, practical guidance, waste management, forests, water, water bodies, noise, general studies, lesson unit, teaching resource, cross-curricular teaching, Classroom, Listening, Noise, Teachers, Noise as a subject for teaching, School."

51
Gruber, Gertrud
School in the past – school today. A project on history lessons.
Grundschule 1996, Vol. 28, No. 4, 50–51.
“The School Museum in Windach offers pupils insights into the educational practices of the past and invites them to compare these with the present. By drawing on real-life contexts, it offers opportunities to open up the school to the wider community. Building on this, interviews with parents and grandparents about their own school days provide valuable support for exploring the topic in greater depth in the classroom. A visit to the school museum facilitates experiential and activity-based learning; it involves cross-curricular learning as well as learning characterised by inquiry, discovery, hands-on activity and imagination. Teaching materials, history lessons, primary education, history of education, primary school, teaching project, school, past, present, school building, classroom, museum, school museum, museum education, place of learning, out-of-school learning venue, education, school pedagogy, history of schooling, action-oriented learning, experience-oriented learning, open school, discovery-based learning, holistic approach, holistic teaching, cross-curricular teaching, classroom, listening, noise, teachers, noise as a subject of teaching, school."

52
Günther, Herbert
‘Those who hear well find it easier to learn to read and write. The importance of auditory perception for learning to read and write in early primary school education.’
Sache, Wort, Zahl, 1997, Vol. 25, No. 11, 33–42.
"The ability to perceive non-verbal information (noises, tones, sounds) and verbal signals (sounds, syllables, words, sentences, texts) in a differentiated manner is not sufficiently developed in all children when they start school. This article outlines the relationship between hearing and written language, provides information on research findings regarding auditory disorders, and highlights the types of auditory perception disorders and their diagnosis. Finally, it sets out appropriate measures for improving auditory perception, as well as examples of auditory training in the early years of primary school. Basic didactic information, perception, hearing, attention, learning success, written language acquisition, reading difficulties, spelling difficulties, language processing, diagnosis, support measures, auditory training, primary school, primary education, sensorimotor development, classroom, hearing, noise, teachers, noise as a subject for teaching, school."

53
Güths, Bruno
Functional model of mechano-electrical transduction.
Unterricht Biologie 1990, Vol. 14, No. 157, 51–52.
"This article describes the construction of a mechanical functional model that can be used to illustrate the processes of mechano-electrical transduction in the inner ear (shear stimulus, depolarisation and neurotransmitter release). The functions of potassium and calcium ions and neurotransmitters are represented by different balls rolling down an inclined plane. Subject: Functional model of mechano-electrical transduction. Teaching material, biology, handout, assembly instructions, biophysics, model, hearing, sensory organ, ear, sensory physiology, mechanics, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

54
Guski, Rainer
How children are exposed to and at the mercy of noise.
Presentation at the symposium “Heavenly Peace – Hellish Noise. Children between Noise Addiction and Fear of Sound”, held on 19 June 1991 in Düsseldorf.
An event organised by the Children’s Ombudsman of the State Government of North Rhine-Westphalia, attended by many people from educational and counselling institutions. Silence, Walkmans, playgrounds, lessons (Sauerwein quoted), upbringing, hearing damage.

55
Haan, Gerhard de
Ecology – Health – Risk. Perspectives on ecological communication.
Berlin: Akad.-Verlag, 1996, 319 pp.
“Ecology, environmental pollution, food, communication, health hazards, toxins, waste incineration, industrial development, risk, risk factor, emissions <environment>, noise, environmental education – classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school.”

56
Habermann, Dietger
Technical noise control measures.
Natural Sciences in the Classroom, Physics, Chemistry, 1981, Vol. 29, No. 11, 417–420.
"Measures can be taken on noise-generating machinery to reduce noise at source; furthermore, the propagation of noise can be reduced through reflective and absorbent materials, a process known as ‘encapsulation’ of the noise source. Once airborne and reflected sound have been attenuated in this way, structure-borne sound – the propagation of noise via the machine’s foundations – must also be prevented by means of elastic mounting. The principles behind silencers, noise barriers and acoustic screens are outlined, and design measures for noise suppression on machinery are listed. - Physics, factual information, graphical representation, worksheet, acoustics, environmental protection, working conditions, sound insulation, noise, noise protection, classroom, hearing, noise, teacher, noise as a subject in the classroom, school."

57
Häusler, Wolfgang
The objectification of education in school teaching.
Unser Weg 1980, Vol. 35, No. 1–2, 81–85.
"Teacher role, pupil role, pupil-teacher relationship, noise, behavioural problems, educational difficulties, performance assessment, classroom, listening, noise, teacher, noise, noise as a subject of teaching, school."

58
Hahne, Klaus
The ‘Flying’ Project.
Naturwissenschaften im Unterricht, Physik, Chemie, 1983, Vol. 31, No. 2, 52–57.
“The author provides an example of a project carried out at IGS Garbsen with Year 7 pupils. The project – and with it, discovery-based learning – is launched through a call for entries to an aviation competition. The pupils then work in a wide variety of self-selected working groups, e.g. building a hot-air balloon, model-making, the pilot’s career, aircraft noise, etc. A key highlight is the visit to the airport and the tour and exploration of the aircraft maintenance hangar. Additional project activities are incorporated into art lessons. An empirical evaluation of the project follows. Subject: Flying and aviation. - Teaching materials, science lessons, noise, aviation, model-making, airport, lower secondary level, integrated comprehensive school, teaching project, image, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

59
Hammerschmidt, Beate
You don’t always have to just put up with noise.
Sache, Wort, Zahl, 1997, Vol. 25, No. 11, 24–27.
“This article deals with the disruption to lessons caused by road noise. Following an experiment on how sound can be dampened, the pupils create ‘sound absorbers’ based on their own ideas. Teaching materials, general studies, primary school, Year 3, noise, soundproofing, lesson unit, discovery-based learning, worksheets, classroom, hearing, noise, teachers, noise, noise as a subject in the classroom, school."

60
Heidemann, R.
The teacher’s body language, or: ‘Silence is mightier than the storm’.
Westermann’s Pedagogical Contributions 1984, Vol. 36, No. 10, 486–491.
Noise and silence as a subject for teaching.

61
Heinle, Caroline
Medical principles regarding the harmful effects of noise.
Natural Sciences in the Classroom, Physics, Chemistry, 1981, Vol. 29, No. 11, 394–399.
“Based on the structure and components of the human ear, its functioning is described in detail. Hearing damage arises from overuse of the sensory cells, followed by the exhaustion of the cells’ metabolism, which can ultimately lead to cell death. High sound levels can mechanically destroy these sensory cells; for structural reasons, the cells responsible for hearing high-pitched sounds are the first to die off when the ear is overloaded. In the human body, noise can cause circulatory disorders, cardiac arrhythmias, high blood pressure and nervous complaints. The effects of work-related noise-induced hearing damage on employees are outlined, including the development of noise-induced hearing loss and its consequences, as well as the likelihood of hearing loss and its dependence on average daily noise exposure. - Physics lessons, Biology, Factual information, Graphical representation, Classroom display, Human biology, Hearing damage, Environmental protection, Occupational disease, Interdisciplinary teaching, Ear, Noise, Classroom, Hearing, Noise, Teacher, Noise as a subject in the curriculum, School."

62
Heinz, Hans-J.
When citizens can no longer sleep. Teaching project: noise measurement.
Betrifft: Erziehung, 1985, Vol. 18, No. 10, 54–66.
“A classroom project entitled ‘Noise Measurement’ is described in terms of its design, implementation and results; it was carried out by 25 pupils at the Nordschule in Euskirchen. The pupils surveyed 537 passers-by in the town centre on the topic of ‘noise’, recorded traffic noise at 236 measurement points and marked the measurement results on a map using pegs. The organisation of the project, which was divided into three phases, is described in detail. In the first phase, pupils gathered the necessary background information on sound measurement, mapping, noise-related damage and the consequences of noise; in the second phase, passers-by were interviewed and measurements taken. In the subsequent evaluation phase, pupils calculated noise levels and produced maps. The analyses revealed, amongst other things, a correlation between the social classes of residents and noise levels in the respective residential areas. Opportunities for further work are discussed, and a wide range of background information on the topic of noise is included. Subject: Pupils measure noise. - Teaching material, physics lessons, lower secondary level, social studies lessons, teaching project, experiment instructions, noise, measurement methods, acoustics, environmental pollution, road traffic, classroom, hearing, noise, teachers, noise as a subject in the classroom, school."

63
Hessian Institute for Teacher Training, Fuldatal. Main office: Reinhardschule
District heating, maglev, noise, thermodynamics.
Physics in Upper Secondary Education. Work results from the RWS 23/104/84 training course.
“The current topics of ‘district heating’, ‘maglev trains’ and ‘noise’ are particularly well-suited to the organisation of physics projects. Reflections and materials on these topics are presented; these were produced by working groups as part of a training course at the Hessian Institute for Teacher Training, following the collection of information from experts on the current state of the art and relevant issues. The concept on the topic of district heating (‘Planning a combined heat and power plant’) is suitable as a basis for lessons; the other two papers outline the issues involved. Finally, a concept for an introductory course in thermodynamics is outlined, which enables teaching using the genetic method. Subject area: Physics at Upper Secondary Level, district heating, maglev trains, noise, thermodynamics. – Teaching materials, Upper Secondary Level, Physics, teaching project, graphical representation, text, photography, worksheet, thermodynamics, acoustics, noise, electricity, energy generation, district heating, maglev trains, energy consumption, economics, thermodynamics, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

64
Heumann, Johannes, Weissmann, Rainer
Risks to the nervous system – illustrated by the effects of excessive noise.
Hauptschulmagazin 1984, Vol. 9, No. 10, 21–24.
“Major sources of noise and their effects on our nervous system, and measures to reduce or eliminate these sources of noise. Subject: Risks to the nervous system caused by noise. - Teaching materials, biology lessons, academic year 08, lower secondary level, secondary school, teaching unit, blackboard diagram, nervous system, noise, risk, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

65
Hirsch, Anton
You only have one set of ears in life.
Schulmagazin 5 bis 10, 1997, 11, p. 28.
"A text based on ADAC-Signale, which draws attention to the effects of noise (particularly loud disco music and Walkmans) on hearing. Includes questions for text analysis and a suggestion for a discussion (The Walkman – my constant companion). From Year 7 (LI). Teaching materials, lessons, lower secondary level, academic year 07, academic year 08, academic year 09, academic year 10, biology lessons, newspaper articles, hearing, hearing damage, noise, classroom, hearing, noise, teacher, noise, noise as a subject for teaching, school."

66
Hirsch, Anton
Quieter into the coming millennium.
Schulmagazin 5 bis 10, 1997 5, p. 24.
“Journal article on nuisance caused by traffic noise and approaches to noise abatement, with specific reference to Munich. Includes worksheets, from Year 8 onwards. (LI). Teaching materials, teaching, environmental education, school year 08, school year 09, lower secondary level, transport, road traffic, noise, noise protection, newspaper articles, classroom, listening, noise, teachers, noise, noise as a subject in the classroom, school."

67
Hönle, Detmar, Mengler, Klaus, Fuchs, Hans-Jürgen (eds.), Kopf, Marianne (contrib.), et al., Hessian Institute for Educational Planning and School Development (Wiesbaden)
Du bruit. 2 teaching units on the topic of ‘noise pollution’ (French, Years 8–10).
Wiesbaden: HIBS, 1984, 75 pp.
“Of the two teaching units presented here, the first (‘C’est les jeunes du 6ieme’) is intended for Year 8 (or the second year of study), whilst the second (‘Un fait divers: Du bruit dans l’immeuble’) is intended for Years 9/10 (or the 3rd/4th year of study).

68
Hofmannsthal, L.
On the phenomenon of internalisation in everyday school life.
Westermann’s Pädagogische Beiträge 1984, Vol. 36, No. 10, 474–476.
Noise and silence as subjects for teaching.

69
Hofrichter, Tomas
Investigation of reverberation in the classroom. A topic for acoustics lessons.
Physik in der Schule 1996, Vol. 34, No. 4, 149–151.
"The measurement method described provides a basic understanding of reverberation in rooms of various sizes. This method can also be used to demonstrate fundamental acoustic concepts such as sound pressure and sound pressure level. - Teaching materials, science lessons, physics lessons, lower secondary level, upper secondary level, experiment, acoustics, reverberation effect, classroom, measurement method, sound, sound propagation, sound source, sound insulation, classroom, hearing, noise, teacher, noise as a subject in the curriculum, school.”

70
Israel, Mechthild
A space for silence is created.
The Primary School Journal 1989, Vol. 3, No. 29, 20–21.
"Teaching materials, Basic didactic information, primary education, primary school, school year 01, school year 02, school year 03, school year 04, religious education, classroom, subject didactics, lesson organisation, classroom, listening, noise, teachers, noise as a subject of teaching, school."

71
Jacobi, Vera
Learning to write correctly in English.
Erziehungskunst 1997, Vol. 61, No. 2, 131–135.
"The author outlines methodological approaches designed to enable Waldorf schools to prepare pupils for, or facilitate, correct writing in English from Year 4 onwards through speaking and listening exercises in Years 1–3. English lessons, spelling, learning to write, Waldorf school, foreign language teaching, listening, speaking, methodology, primary education, private school, classroom, listening, noise, teachers, noise as a subject of teaching, school."

72
Jacobs, Hartmut, Schneider, Michael, Weishaupt, Jürgen
Hearing – Hearing Impairment. Information and teaching aids for mainstream schools.
Frankfurt am Main: Der Paritätische Wohlfahrtsverband in Hessen, 1996, 72 pp.
"This volume contains the following contributions: Part A) Factual information: Hearing impairment in our society, Hearing and hearing impairment, Prevention, Hearing impairment as a life challenge, Psychosocial effects, Technical aids, Support options (early intervention, support at school, post-school opportunities and measures), Educational work with children and young people with hearing impairments (didactic considerations, educational implications). Part B) ‘Hearing – Hearing Impairment’ as a subject: Suggestions for teaching units, media and materials, literature. Part C) Appendix: Supra-regional counselling and support centres in Hesse, self-help groups, personal accounts, photocopiable worksheets. Teaching materials, secondary education, biology lessons, social studies lessons, special educational needs, teaching unit, photocopiable worksheets, hearing-impaired person, education for the hearing-impaired, hearing, social integration, special educational measures, support measures, technical aids, preventive measures, support centre, advice centre, self-help group, general studies, special school, classroom, hearing, noise, teachers, noise as a subject for teaching, school."

73
Jerrentrup, Ansgar
Body and Machine. New Experiences with Techno Music.
Musik & Bildung 1995, Vol. 27, No. 2, 26–32.
“Techno music and the associated style of dancing form part of today’s youth culture. Bodies act like machines whilst dancing to the mechanical sound. The sense of physicality is extreme. A very detailed introduction to the nature and characteristics of the various techno music genres within pop music is followed by pedagogical considerations for its treatment in the classroom. The main focus here is on the expression of music, primarily through movement and dance. Basic didactic information, music, subject-specific didactics, music teaching, movement <motor skills>, body <biology>, dance, rhythm, physicality, bodily experience, body awareness, sensory experience, perception, holistic approach, emotion, hearing, visual perception, listening to music, techno, pop music, youth culture, aural training, rhythm, exercise, classroom, listening, noise, teachers, noise as a subject for teaching, school."

74
Kainka, Burkhard
The “Zelle”, a portable measuring computer.
Natural Sciences in the Classroom, Physics, 1991, 7, 18–20, 27.
“The ‘Zelle’ is a small, portable, battery-powered measuring computer that enables measurement data to be recorded anywhere and analysed later on a PC at school. The use of this device is illustrated using the example of a noise measurement. Physics, Computing Science, General Knowledge, Use of Computers, Data Acquisition, Microcomputers, Noise, Measurement Methods, Classroom, Hearing, Noise, Teachers, Noise as a subject of teaching, School."

75
Kainka, Burkhard (ed.)
Mobile data acquisition with the ZELLE. Teaching examples.
Soest: LI, 1994, 177 pp.
“Part A of this teaching unit deals with data acquisition in various fields of application; Part B introduces an autonomous measurement and control device called ‘Zelle’.” Teaching materials, new technologies, information technology, Computing Science, data processing, communications technology, lower secondary level, academic year 07, academic year 08, academic year 09, teaching unit, basic IT education, measurement technology, computers, applications, software, measurement, noise, Science lessons, Energy <Tech>, Sun, Programming, Process data processing, Classroom, Hearing, Noise, Teachers, Noise, Noise as a subject of teaching, School."

76
Kelly, Peter
The importance of listening – a personally illustrated view.
Zielsprache Englisch 1995, Vol. 25, No. 2, 13–19.
“Listening is presented as an often-neglected, yet nonetheless rich source of language learning. The author paints a picture of current, conventional language learning, in which all activities focus on speaking. He lists the following advantages of receptive language learning: listening prevents the assignment of an incorrect phonological code (from the mother tongue) to written symbols; listening is a prerequisite for good pronunciation; listening facilitates reading; listening facilitates the retention of written language. Basic didactic information, English, foreign language teaching, adult education, foreign language acquisition, listening, intercultural communication, culture, reading, phonology, classroom, listening, noise, teachers, noise as a subject of teaching, school."

77
Kessler, Helga
Building biology.
LehrerService, Journal for Environmental Education and Ecology, 1985, No. 22, 21.
Teaching examples and topics on noise, housing and noise, sound insulation, noise reduction.

78
Kessler, Helga
Mozart without bass.
LehrerService, Journal of Environmental Education and Ecology, 1985, No. 22, 12–13.
Lesson examples and topics on noise.

79
Keunecke, Karl-Heinz, Häußler, Peter
Noise at school. A school takes a stand against noise.
Natural Sciences in the Classroom, Physics, 1996, Vol. 7, No. 33, 6–10.
"This article refers to a teaching unit on the topic of ‘noise’, which was developed for Year 7 and trialled in 12 grammar school classes. Following an introduction to basic acoustic concepts (including the use of homemade musical instruments), the centre of attention is on measuring noise using a sound level meter. One of the classes taking part in the trial puts the knowledge they have acquired into practice and takes action against the road noise penetrating the school. (Publisher). - Classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school – figures on noise levels in various situations are provided (the loudest teacher spoke at 100 dB(A)), however, it transpired that a second follow-up measurement using calibrated, high-quality equipment did not yield such high readings. Teaching materials, physics lessons, lower secondary level, grammar school, academic year 07, teaching unit, worksheet, table, environmental education, acoustics, noise, sound, noise protection, volume, measurement methods, sound insulation, road safety education, extracurricular learning venue."

80
Kieffer, Eva
Exploring the environment through hearing.
Biology Lessons 1990, Vol. 14, No. 157, 12–15.
"The aim of this lesson is to encourage pupils to consciously experience their auditory sensations, to train their ability to distinguish between sounds, to verbalise their auditory experiences and to link them with other sensory experiences. This is achieved through exercises in identifying everyday sounds, tests to assess hearing ability, and guessing games using sound cassettes. Subject matter: games with sounds (‘listening games’). Teaching materials, Year 3, Year 4, primary education, general studies, biology, teaching unit, text, worksheet, environmental awareness, hearing, sensory perception, ear, sense of hearing, action-oriented learning Abstract: Classroom, hearing, noise, teacher, noise as a subject of teaching, school."

81
Kircher, Ernst; Engel, Christine
Pupils’ conceptions of sound.
General Studies and Mathematics in Primary Education 1994, 22, 53–57.
“As long as twenty years ago, Siegfried Thiel published detailed lesson transcripts (see Wagenschein / Banholzer / Thiel 1973), which implicitly document the conceptions of seven- to ten-year-old pupils regarding sound; the records also illustrate how such conceptions can change during an in-depth classroom discussion. Apart from these early studies in Germany, numerous investigations into pupils’ conceptions have since been carried out worldwide. Surprisingly, the field of acoustics was largely overlooked; no systematic surveys are known to exist for primary education (Pfundt / Duit 1991). As the relevance of this subject area for primary education is undisputed, it seemed sensible to find out more about pupils’ conceptions in this regard (Engel 1993).Our methodological approach in this study corresponds to that already outlined in SMP (Issue 8/93): in individual interviews, pupils comment on specified experiments, generally carried out by the pupils themselves; such an interview lasts 20–30 minutes. ..."

82
Klautke, Siegfried
Noise level measurements – studies on road traffic noise.
Biology Lessons: Noise, Issue 70, 1982, 40–43.

83
Klautke, Siegfried; Fischer, Lieselotte
Does noise make us ill?
Biology Lessons: Noise, Issue 70, 1982, 23–27.
Teaching module for lower secondary level.

84
Klautke, Siegfried; Werner, Horst
Noise.
Biology Lessons: Noise, Issue 70, June 1982, 2–13.

85
Klippert, Heinz
People at work – human work?
‘Die Arbeitslehre – Arbeiten und Lernen’, 1986, Vol. 8, No. 46, 6–12.
"Working world, humanisation, workplace, working conditions, health, hazards, noise, – classroom, hearing, noise, teachers, noise as a subject of teaching, school, technological change, new technologies, stress."

86
Köcher, Wolfgang, Kroch-Ehlers, Ulrike
Noise protection – necessary or superfluous?
*Arbeitslehre – Arbeiten + lernen* 1988, Vol. 10, No. 58, 33–36.
“During a project week with vocational and secondary school pupils, the topic of ‘noise in the workplace’ was addressed. In addition to general health and safety issues, the effects of noise were discussed and noise protection protocols were drawn up for various activities and for working with machinery. Subject: Project week on noise protection in the workplace. Teaching material, lower secondary level, vocational school, lower secondary school, vocational education system, teaching project, noise, workplace, noise protection, health and safety at work, polytechnic education, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

87
Köhnlein, Walter
Exploring sound phenomena.
Sache – Wort – Zahl, Teaching and Learning in Primary School, 1997, Vol. 25, No. 11, Sound and Noise, 4–8.
“1. General Studies as an educational process. p. 4. / 2. Acoustic perceptions. p. 4. / 3. Didactic remarks. p. 5. / 4. Vibration phenomena and the generation of sound. p. 6. / Producing sounds and noises. p. 6. / 5. Sound propagation. p. 6. / Experiments and observations on sound transmission. p. 6. / Observations and an experiment on the speed of sound in air. p. 7. / 6. Concluding remarks. p. 7." Noise – School – Teaching.

88
Kohout, Ilse
Seeing and hearing instead of reading?
Freie Lehrerstimme 1997, 2, 24–29.
“Reading, hearing, seeing, communication, media education, classroom, hearing, noise, teachers, noise as a subject of teaching, school.”

89
Koschig, Manfred
Making way for the ‘phantom hunters’: the demolition of the villages of Pferdsfeld, Eckweiler and Rehbach.
Praxis Geschichte 1991, 5, 46–48.
“History, Bundeswehr, landscape, airport, noise, village, resettlement – classroom, listening, noise, teacher, noise as a subject of teaching, school.”

90
Kühss, Jochen
Ergonomics checklist.
Pluspunkt 1993, 3, 8–9,
“School, ergonomics, school room, climate, lighting, noise, school furniture, teachers, workplace, classroom, hearing, noise, teachers, noise as a subject of teaching, school.”

91
Küntzel-Hansen, Margrit
‘There’s something going on at my house!’ … and other approaches to contemporary music in primary school.”
Musik & Bildung 1995, Vol. 27, No. 5, 8–12.
"In this didactic discussion, the author sets out her ideas on how to approach contemporary music in primary schools. Compositions by Cale and Göbbels, amongst others, serve as musical examples. Basic didactic information, music, primary school, primary education, subject-specific didactics, image, sheet music <MUS>, avant-garde <MUS>, Cage, John, Küntzel, Tilman, Göbbels, Heiner, Erdmann, Helmut W., interpretation, musical arrangement, craft activities, listening, aural training, movement games, pupil-centred teaching, action-oriented learning, independent work, instrumental music, instrument studies, Telemann, Georg Philipp, alienation, sound production, classroom, listening, noise, teacher, noise as a subject of teaching, school."

92
Küntzel-Hansen, Margrit
Learning by doing.
Musik und Unterricht 1995, Vol. 6, No. 31, 26–29.
"Basic didactic information, sound, perception, psychology, music psychology, primary education, early years education, listening, subject didactics, music teaching – classroom, listening, noise, teachers, noise as a subject of teaching, school."

93
Kutter, Christel
Noise and noise protection in physics lessons.
Physik in der Schule 1996, Vol. 33, No. 7–8, 272–279.
"The author outlines the structure of a lesson on the topic of noise and noise protection in lower secondary physics. Basic didactic information, science teaching, physics teaching, noise, noise protection, lesson organisation, lesson planning, lower secondary level, acoustics, sound propagation, sound waves, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school.”

94
Lieb, Eckhard
Does noise make us deaf?
Biology Teaching: Noise, Issue 70, 1982, 28–39.
Teaching model for upper secondary level.

95
Liebherz, Sylvia
Health education through social learning, using noise as an example.
Mathematics and Science Teaching 1994, Vol. 47, No. 7, 427–433.
"A teaching unit on the effects of noise on the human body is presented. Particular attention is paid to how the sense of hearing works and to the damage caused to the ear by noise. Teaching materials, science lessons, biology lessons, health education, social learning, secondary education, lower secondary level, upper secondary level, sensory organ, hearing ability, hearing capacity, impairment, acoustic perception, influence, adverse health effects, noise, impact, classroom, hearing, noise, teachers, noise as a subject in the curriculum, school."

96
Liebisch, Reinhard
Games and exercises using megaphones for auditory perception, water familiarisation and ‘skipping’.
Haltung und Bewegung 1997, Vol. 17, No. 1, 39–43.
This article presents games and exercises using blowhorns or howling tubes for physical education in primary and elementary schools. The following types of auditory perception play a role in the selection of the exercises: 1. Auditory attention 2. Auditory figure-ground perception 3. Auditory discrimination 4. Auditory localisation 5. Auditory memory. Teaching materials, sport, physical education, school sport, primary level, game format, selection of exercises, game idea, sports game, acoustic perception, water familiarisation, hearing, directional orientation, jumping, early years, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

97
Liepe, Jürgen; et al.
Towards an ecological school.
Practical Environmental Education, 1995, 33, 32 pp.
“A review of activities in Rhineland-Palatinate schools relating to the ‘Ecological School’ initiative. Reports on environmental working groups, school greening campaigns, school theatre productions on environmental themes and other school projects. Includes a detailed bibliography on the subject as well as teaching resources on the topics of noise, green roofs and school theatre. – Teaching materials, handout, ecology, ‘Ecological School’, exhibition, project, report, working group, Rhineland-Palatinate, trek, noise, greening, recycling, bibliography, environmental education, school theatre, classroom, hearing, noise, teachers, noise, noise as a subject for teaching, school."

98
Lier-Kories, Birgid
Noise in the city. Noise at school.
LehrerService, Centre for Environmental Education and Ecology, 1985, No. 22, 30–31.
Lesson examples and topics on noise.

99
Lindner, Gerhart
What performance reserves can be tapped through binaural hearing?
Die Sonderschule 1986, Vol. 31, No. 4, 207–215.
"Special education, hearing-impaired, medical technology, assistive technology, hearing, hearing ability, improvement – classroom, hearing, noise, teachers, noise as a subject of teaching, school."

100
Lippitz, Wilfried
Music as Movement.
Sport Pedagogy 1990, Vol. 14, No. 6, 16–19.
“The idea that music is a multidimensional phenomenon is increasingly coming to the fore. If one does not simply dismiss the findings of research in anthropology, acoustics, philosophy and phenomenology, one must point to the necessary dialectical intertwining of music and movement: just as a piece of music can be interpreted as a visualised, complex architectural form exhibiting spatio-temporal structures, so too can music be understood as arising from movement. The fact that key musical parameters have their counterparts in movement, and that when making music, inner and outer elements intertwine in physical expression, points both to the social and communicative aspect and to the possibilities for self-expression, self-realisation and autonomy in the combination of music and movement. Sport, factual information, graphical representation, photography, music, movement, motor skills, effect, listening, visualisation, communication, classroom, listening, noise, teacher, noise, noise as a subject of teaching, school."
(100)

101
Lob, Reinhold E. (contrib.), et al., eds.;
Environmental education.
Grundschule 1988, Vol. 20, No. 9, 12–32, 53–57.
“The fact that environmental education in primary schools, with its predominantly natural history-based focus, is still in its infancy and has not yet delved into the roots of humanity’s relationship with the Earth is taken as an opportunity to call for a primary school teaching approach to holistic environmental education, in which, alongside natural history, religious education, written and spoken language, physical education and music also address the classic environmental issues of air and water pollution, the waste problem and noise. A series of articles, which address the topic from both a theoretical and a practical perspective, illustrate what environmental education might look like in this context. These include articles on managing daily water use, a film project on environmental protection, environmentally conscious behaviour at school, and a video project on water pollution. Further articles offer perspectives on the field of environmental education and examine environmental education in schools in the light of empirical findings. Information is also provided on media and institutions involved in environmental education. Subject: Environmental education. Teaching materials, primary education, primary school, general studies, cross-curricular teaching, lesson planning, graphical representation, text, photography, images, film, environmental protection, environmental education, didactics, water pollution, air pollution, waste, noise, video, water pollution, media, bibliography, empirical study in the classroom, hearing, noise, teachers, noise as a subject of teaching, school."

102
Lucas, Simone
Sit up straight! Designing the school workspace.
Working + Learning, Technology, 1996, Vol. 6, No. 22, 27–33.
“There is no single ‘ideal’ chair for every situation; there is only a conscious approach to how people treat themselves. Dynamic sitting requires seating and tables that allow for precisely this. In such lessons, the command ‘Sit still and straight!’ is dispensed with, and space is allowed for so-called movement breaks. This is the result of lessons in which pupils have critically examined sitting postures, their physiological requirements and possible consequences. Technology lessons, factual information, graphical representation, photography, classroom, seating, health education, history, work studies, polytechnic education, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

103
Lücke, Anne
Sounds and noises.
Praxis Schulfernsehen 1985, Vol. 9, No. 106, 21–30.
"Teaching materials, primary education, physics lessons, music lessons, language lessons, lesson plan, worksheet, school television, vibration <acoustics>, acoustics, environmental awareness, noise, sound production, hearing, sound <acoustics>, perception, school year 01, School Year 02, School Year 03, School Year 04, sound engineer, film, general studies, acoustic perception, musical perception – classroom, hearing, noise, teacher, noise as a subject of teaching, school."

104
Meckling, I.
A methodological proposal for quiet German lessons. Fairy-tale plays.
Westermann’s Pädagogische Beiträge 1984, Vol. 36, No. 10, 477–480.
Noise and silence as a subject for teaching.

105
Meschenmoser, Helmut
What is the point of hearing protection when sawing? Computer-assisted sound pressure measurements using an artificial head.
Arbeiten + lernen, Technik, 1996, Vol. 6, No. 22, 45–48.
"Using the example of a joiner’s workstation at a circular saw, we provide teaching ideas on the issue of ‘workplace noise’. The aim is for pupils to discover for themselves the purpose of hearing protection and, as part of a company study visit, to investigate why many joiners do not protect themselves from noise. They will learn about the principles and challenges involved in recording measurement data when measuring sound pressure levels. The aim is to encourage a more conscious engagement with the issue of noise. (Publisher). Technical Education, Lower Secondary Level, Factual Information, Graphical Representation, Photography, Circuit Diagram, Experiment Instructions, Table, Woodworking, Workplace, Working Conditions, Noise Protection, Sound Pressure, Measurement Methods, Health Education, Company Study Visit, Work Studies, Polytechnic education, classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school."

106
Meurer, Manfred, Müller, Hans-Niklaus
Assessment of environmental impact in an urban ecosystem. The example of Lucerne.
Geographische Rundschau 1992, Vol. 44, No. 10, 562–567.
"Environmental protection, environmental education, geography lessons, city, ecology, environmental pollution, Lucerne, improvement, climate, air, noise, urban planning, analysis, classroom, hearing, noise, teachers, noise as a subject in lessons, school."

107
Meyer, Rolf
Hearing impairment in schoolchildren.
Biology Teaching 1990, Vol. 14, No. 157, 36–39.
“Information is provided on the various types of hearing impairment and their consequences for children’s development. The topic is covered in lessons from social, physiological and cultural-evolutionary perspectives. Using an ear model, pupils explore the causes of hearing loss, discuss the social problems associated with hearing impairment using a case study, and, with the help of simple experiments, develop methods to improve communication with people who are hard of hearing. Subject: Physiological and social aspects of hearing impairment in humans. Teaching material, Year 10, Year 11, Year 12, secondary education, biology, lesson unit, worksheet, text, sensory physiology, ear, deafness, hearing loss, hearing, sense of hearing, classroom, hearing, noise, teacher, noise as a subject for teaching, school."

108
Miller, Margit
Noise makes you ill.
Grundschulmagazin 1981, Vol. 8, No. 11, 19–20.
“Pupils should learn that noise is harmful to health, and that one must protect oneself from it or avoid it wherever possible. Subject: Noise pollution and noise protection. Teaching materials, social studies, primary education, Year 4, primary school, general studies, lesson unit, noise, environmental protection, classroom, hearing, noise, teachers, noise, noise as a subject for teaching, school."

109
Mögenburg, Harm, Sauer, Michael
Taking stock: What has full motorisation achieved?
Learning History 1988, Vol. 1, No. 4, 45–47.
“The texts, images and statistics provided – each explored through questions and tasks – offer a critical perspective on the topic; keywords such as ‘mile-eaters’, ‘toll in lives’ and ‘changes to the city’ illustrate this. An abstract text on the ‘modern wretchedness’ of the motorised society, as well as the ‘control loops relating to feedback effects in traffic volume’, also follow this line of thought. Subject: Motorisation, mobility, environment and society. Teaching material, lower secondary level, History <Histor>, collection of materials, graphical representation, text, image, environmental history, car, society, road construction, road traffic, noise, mobility, motorisation, transport policy, Federal Republic of Germany, history lessons, classroom, listening, noise, teachers, noise as a subject of teaching, school."

110
Mölleken, Helga
Overview of the ‘Ecosystem of the European Community’.
Frankfurt: Lang, 1992, 179 pp.
‘Environmental policy, European Community, situation analysis, environmental protection, problem-solving, ecology, emissions (environment), air, water, soil, waste, noise, climate, chlorofluorocarbons, ozone hole, water bodies, waste management, classroom, hearing, noise, teacher, noise as a subject in teaching, school.”
(110)

111
Motte, Dieter de la
A dual experience: you hear what you see. Body melody for mimes and musicians.
Musik & Bildung 1995, Vol. 27, No. 2, 51–53.
"Teaching materials, music, handout, sheet music <MUS>, movement <MOTOR skills>, body <BIOL>, mime, dance, physicality, bodily experience, body awareness, senses, perception, holistic approach, psychomotor skills, music lessons, emotion, listening, making music, dramatic play, musical theatre, pupil-centred teaching, action-oriented learning, classroom, listening, noise, teacher, noise as a subject of teaching, school."

112
National Society for Clean Air and Environmental Protection (NSCA)
Noise pollution fact pack. Teachers’ Notes.
Brighton, England: National Society for Clean Air and Environmental Protection (NSCA) 1990
Teaching resources on noise in schools, posters and games for 8–13-year-olds – noise as a subject for teaching

113
Nauck, Hans-Joachim
Listening, the neglected skill. Reflections and results for language teaching.
Educational Science and Profession 1989, Vol. 37, No. 3, 364–365.
"Basic didactic information, association, English, foreign language teaching, memory, listening, listening comprehension exercises, the teacher’s role, methodology, motivation, psycholinguistics, classroom, listening, noise, teachers, noise as a subject of teaching, school."

114
Naumann, Ekkehart;
The ‘Protection against Noise’ teaching project.
Natural Sciences in the Classroom, Physics, Chemistry, 1981, Vol. 29, No. 11, 436–444.
"Materials available for this teaching project, funded by the Volkswagenwerk Foundation, include a general introduction, objectives and thematic structure, nine topic-specific lesson plans with teaching notes, as well as information and worksheets for pupils. The project is divided into the following thematic areas: assessment of various sounds; noise pollution as a physical and technical problem, a personal problem and a health problem; representation of interests and conflicts of interest in the world of work; and physical, technical, biological and social measures to combat the effects of noise. The order of the thematic areas can be varied; a company study visit is included in the programme. For each thematic area, detailed content explanations, guidance on experiments and materials are provided, and experiences are discussed. Subject matter: Noise and its consequences: physical, biological, physiological and legal. - Teaching materials, physics lessons, academic year 08, academic year 09, lower secondary level, secondary modern school, teaching project, text, worksheet, experiment instructions, acoustics, interdisciplinary teaching, company study visit, hearing, health education, noise protection, environmental protection, classroom, listening, noise, teachers, noise as a subject of teaching, school."

115
Naumann, Ekkehart, Liebenberg, Kurt
Protection against noise.
Cologne: Aulis-Verlag Deubner, 1984 (Environmental Protection in the Classroom, 13), 53 pp.
“Noise protection, environmental education, teaching materials – classroom, hearing, noise, teachers, noise as a subject of teaching, school.”

116
Neuhaus, Anja, Remmelmann, Alexander (edited by Westdeutscher Rundfunk, Cologne
Oekologo. Ecology/Biology from Year 6 onwards.
Praxis Schulfernsehen 1994, Vol. 19, No. 221, 34–39.
"Year group: School years 6–10, School level/stage: Lower secondary, School type: Realschule, Gymnasium, Gesamtschule, Hauptschule, Subject area: Biology, Ecology, Text type: Film accompanying material. Episode 1: ‘Rubbish’ analyses the effectiveness of the waste disposal system. Episode 2: ‘Noise’ gets to the root of the environmental problem of noise. It examines the causes of noise pollution and the resulting health risks. Part 3: ‘Rapeseed Oil’ presents rapeseed oil – a renewable raw material – as an alternative to crude oil and coal, and explores its use as a fuel for vehicles. Teaching materials, educational television, school television, classroom television, teaching resources, educational film, audiovisual educational resources, television programme, accompanying materials, secondary school (Realschule), grammar school (Gymnasium), comprehensive school (Gesamtschule), lower secondary school (Hauptschule), lower secondary level (Sekundarstufe I), School Year 06, School Year 07, School Year 08, School Year 09, School Year 10, Biology lessons, Science lessons, Ecology, Environmental education, Rubbish, Noise, Hazards, Health, Raw materials, Alternatives, Renewable raw materials, Vegetable oil, oil, rapeseed, recycling, waste management, waste disposal, classroom, listening, noise, teachers, noise, noise as a subject in lessons, school."

117
Niebsch, G. (Editor)
Guidelines on the implementation of health-promoting measures for nursery children: Instructional material.
Dresden, 1988, 39 pp.
“Health care, young children, GDR, nursery, lifestyle, sleep, noise, nutrition, hygiene, teaching resources, classroom, hearing, noise, teachers, noise as a subject in lessons, school.”

118
Niedderer, Hans
The topic of ‘noise’ in physics lessons.
Natural Sciences in the Classroom, Physics, Chemistry, 1981, Vol. 29, No. 11, 393.
“Basic didactic information, physics lessons, secondary education, interdisciplinary teaching, environmental protection, graphical representation, hearing, acoustics, noise, didactic discussion – classroom, hearing, noise, teachers, noise as a subject of teaching, school.”

119
Nienhaus, Albert
Working in hazardous environments. The road as a working environment.
Newsletter of the Central Research Institution for Work and Industry 1989, 22, 74–93.
“Research method: empirical, interview, qualitative interview.” The author ‘presents the findings of a research project which not only summarises the working conditions of road maintenance workers as more or less objective data, but also addresses the subjective experience of these conditions by those affected – that is, the health-damaging effects of the stress associated with this work.’ Based on qualitative interviews, the stresses arising from the road maintenance workers’ working environment are described: risk of accidents, noise and exhaust fumes. Road maintenance worker, occupational problem, health hazard, risk of accidents, noise pollution, odour pollution, working environment, stress, quantitative data, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

120
Nimczik, Ortwin
Opportunities for encounters with new music. Six theses as a follow-up to the articles in this issue.
Musik & Bildung 1995, Vol. 27, No. 5, 4–7.
“The article introducing this issue’s special focus reflects on the didactic and methodological implications of addressing New Music in the classroom. Contemporary music is regarded as a problematic subject in the practice and theory of subject-specific didactics. However, the author argues specifically in favour of its inclusion in the classroom and emphasises above all that, when engaging with contemporary music, attention must always also be paid to the ‘old’, the comparable, the familiar and other art forms; in other words, that New Music should not be confined to a specific category or simply pigeonholed as ‘New Music’. Basic didactic information, music, subject didactics, avant-garde <Mus>, musical composition, making music, pupils, independent activity, reproduction, alienation, experimentation, quality, concept, sound production, listening, aural training, listening ability, human beings, experience, experience-based learning, context, sensory impression, tradition, progress, reflection <Phil>, classroom, listening, noise, teachers, noise as a subject of teaching, school."

121
Noack, Marleen
The classroom as a pedagogical space. On the relevance of the learning environment to learning.
Weinheim: Dt. Studien-Verl., 1996, also: PhD thesis, Faculty of Social and Behavioural Sciences, University of Tübingen, 1995, 215 pp.
“Space is of great significance for practical education, yet it is scarcely addressed in educational theory. Using the school and classroom as examples, the author develops categories that can be used to map a spatial configuration onto a pedagogical situation. This is not merely a matter of functional requirements such as the layout of the school building, the appropriate selection of furniture or the suitable seating arrangement. Equally important is the ‘experienced space’ – how it is perceived by people – which plays a central role right from a child’s earliest learning experiences within the family. School pedagogy, with its guiding principle of fostering learning ability, calls for different types of teaching, each with its own spatial arrangements. Finally, three specific classrooms are presented and examined in terms of their specific possibilities and limitations. University publication, school space, school space design, school life, learning conditions, place of learning, school pedagogy, school facilities, seating arrangements, teaching room, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

122
Noack, Winfried
Simple experiments on the topic of ‘noise’.
Biology Lessons: Noise, Issue 70, 1982, 18–22.
Teaching model for the orientation stage.

123
Nöke, Josef
Noise reduction at sports facilities near residential areas.
Sport-Praxis 1987, Vol. 28, No. 6, 53–54.
“Sports facilities, noise, sound, reduction, noise protection – classroom, hearing, noise, teachers, noise as a subject of teaching, school.”

124
Otto, Franz
The Sports Facilities Noise Protection Ordinance.
Sport-Praxis 1992, Vol. 33, No. 2, 47–49.
“Noise, prevention, sports facilities, regulations, noise protection, classroom, hearing, noise, teachers, noise, noise as a subject in the classroom, school.”

125
n.a.
Children in an acoustically polluted environment.
Musikpraxis 1988, 40, 99–104.
"Teaching materials, music, primary education, primary school, early years, nursery school, didactic discussion, listening behaviour, environmental pollution, noise, sound, media, stimulus – classroom, listening, noise, teachers, noise as a subject of teaching, school."

126
Rhineland-Palatinate State Centre for Education, Bad Kreuznach
Towards an Ecological School. (Special issue).
Environmental Education in Practice 1995, Vol. 32, 1–31.
“This issue offers suggestions on how to make a school ‘more ecological’. It provides ideas for conducting an environmental assessment and highlights practical ways of implementing these ideas. Basic didactic information, secondary education, environmental education, school, ecology, energy management, solar energy, example, primary school, experience report, noise, support, environmental awareness, classroom, listening, noise, teachers, noise, noise as a subject in the classroom, school."

127
Pauels, Wolfgang
Psycholinguistics of listening comprehension and the role of homework.
Practice of Modern Language Teaching 1990, Vol. 37, No. 1, 4–10.
“The article examines the relationship between listening comprehension and homework, against the backdrop of a united Europe in which foreign language skills are taking on a new dimension.”

128
Pohlmann, Barbara
Movement in the Classroom.
Primary School 1995, Vol. 27, No. 3, 63.
"This article presents movement activities for the classroom that are particularly beneficial for pupils with developmental deficits, concentration problems and perceptual difficulties. The educational concept of the ‘active school’ aims to combine psychomotor and cognitive learning. Basic didactic information, primary school, primary education, school year 01, subject didactics, motor skills, classroom, Pedalo, balance board, promotion of physical activity, attention deficit, perceptual disorder, classroom, hearing, noise, teachers, noise as a subject in lessons, school."

129
Prasse, Willm
The human hearing range.
Biology Lessons 1990, Vol. 14, No. 157, 40–42.
“In order to explore the capabilities of the human auditory system, pupils are expected to have a basic understanding of the physics of the appropriate stimulus. With the aid of a tone-frequency generator, pupils determine their hearing thresholds and compare them with the hearing ranges of various vertebrates. Through simple experiments, the differences between physical and subjectively perceived sound levels are explored. For the remainder of the lesson, it is suggested that the physiological effects of noise as a stress factor be covered, along with issues and the legal framework relating to noise protection. Subject: The human hearing range. Teaching materials, Year 11, Upper Secondary Level, Biology, lesson planning, worksheets, sensory physiology, sensory organ, ear, sensory impression, hearing, sense of hearing, noise protection, classroom, hearing, noise, teacher, noise as a subject for teaching, school."

130
Preen, Ulrich
Vocational school – a noisy environment?
School Administration Gazette for Lower Saxony 1982, Vol. 34, No. 5, 101–105.
"Noise, vocational school, Lower Saxony, school workshop, sound, vocational education system, health and safety at work, accident prevention – classroom, hearing, noise, teachers, noise as a subject of teaching, school."

131
Preuß, Johannes, Eitelberg, Frank
Environmental problems in Hesse.
Geographische Rundschau 1991, Vol. 43, No. 5, 289–296.
"Geography, environment, pollutants, emissions, environment, soil, air, environmental pollution, Hesse, noise, environmental impact, water, waste, ecology, classroom, listening, noise, teachers, noise as a subject in the classroom, school."

132
Quast, Rüdiger
Music in the museum.
LehrerService, Journal for Environmental Education and Ecology, 1985, No. 22, 32–33.
Lesson examples and topics on noise.

133
Reichgeld, Manfred
Silence or Meditation? On the inflationary use of a term.
Pädagogische Welt 1996, Vol. 50, No. 12, 485.
“The use of meditation as a remedy for increasing inner and outer restlessness, as well as the inability to see and hear, is critically examined. - Basic didactic information, didactic discussion, meditation, silence, noise, classroom, listening, noise, teacher, noise, noise as a subject of teaching, school."

134
Rhode-Jüchtern, Tilman
How wide is the motorway? On networked thinking in planning.
Praxis Geographie 1996, Vol. 26, No. 4, 28–32.
“Tilman Rhode-Jüchtern examines a motorway from various angles: just how wide is such a road, actually? Alongside the tarmac and the exhaust pipe, are the noise pollution, the fragmentation effect, the landscape and the encroachment on residential and living spaces not equally objective factors? Here, one learns that even the technical and specialist perspectives are considerably more complex than those of the road builder, not to mention the subjective nuances of perception; the impact must therefore be assessed, weighed up and mitigated with corresponding complexity. Teaching materials, Geography lessons, Upper Secondary Level, Year 12, Year 13, collection of materials, graphical representation, text, photography, statistical data, work assignment, motorway, road construction, planning, transport route, land use, emissions, environmental impact, immission, noise, sound, networked thinking, multi-perspectivity, classroom, listening, noise, teacher, noise, noise as a subject of teaching, school."

135
Ribaut, Jean-Pierre (ed.); et al.
Environmental pollution.
Council of Europe Forum 1985, 3/85, 1–28.
"This journal presents fifteen articles by eminent figures from the worlds of politics and academia who are actively committed to environmental protection, under the overarching theme of ‘Pollution and the Environment’. They cover the topics ‘What are environmental toxins?’, ‘Avoiding environmental collapse’, ‘Not all waste is the same’, ‘Half-measures are incomprehensible’, ‘Small quantities of various pollutants’, ‘Our rich soil’, ‘I’m interested in your bin’, ‘Ecology and employment strategy’, ‘The polluter pays’, ‘Legal remedies for environmental protection’, as well as the destruction of cultural and historical monuments by acid rain, noise pollution, forest dieback, visible pollution and healthy living in cities. Teaching materials, biology lessons, secondary education, science lessons, chemistry, collection of materials, photography, ecology, environmental protection, noise, environmental pollution, rubbish, recycling, forest dieback, acid rain, subject: Environmental pollution, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school."

136
Richter, Wolf Joachim Editor: Lob, Reinhold E. (ed.)
Geographical experiments for environmental education. Including aspects of the subjects chemistry and physics.
Cologne: Aulis, 1983 (Series: Environmental Protection in the Classroom, 11); 66 pp.
“The geographical experiments are primarily designed for secondary education, but some can already be used in Years 3 and 4. In addition to a detailed description of the experimental setup, each experiment includes learning objectives, methodological considerations and supplementary materials (texts, diagrams, maps). The experiments cover the following topics: oil spills, groundwater pollution caused by oil, landfill sites and fertilisers, landscape desertification, air pollution and its consequences, soil erosion caused by agriculture and ski tourism, and noise pollution. Subject: Geographical experiments for environmental education. Secondary education, Geography, experiment, worksheet, assembly instructions, chemistry, physics, environmental protection, water pollution, air pollution, noise, soil pollution, erosion, soil erosion, classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school."

137
Riedl, Gerd
Investigations into noise issues – an interdisciplinary approach.
Physics at School 1996, Vol. 34, No. 9, 294–297.
"Biology lessons, interdisciplinary teaching, noise, noise protection, hearing, hearing damage, sound, sound vibrations, sound insulation, hearing ability, project-based learning, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school."

138
Riedl, Gerd
Pupils’ interests and environmental education.
Physics at School 1996, Vol. 34, No. 6, 280–281
“As early as the turn of the century, the physician and bacteriologist Robert Koch predicted that one day noise would have to be combated by humankind just as relentlessly as the plague if we were to survive! Today, around 75 per cent of Germany’s population feel disturbed by road traffic noise. Added to this are disturbances caused by other modes of transport, by trade and industry, and by everyday life. We want to explore noise as an environmental problem – its causes and some of its effects. Participants can, amongst other things, investigate how noise is generated and how it can be measured; carry out noise level measurements at school, in their local area and in residential areas; suggest and test ways of reducing noise; and research the effects of noise."

139
Riedl, Gerd
Pupils’ interests and environmental education.
Physics at School 1996, Vol. 34, No. 6, 211–213.
"As part of a project week, a survey was conducted to gauge the interests of pupils at a grammar school regarding life in the city. The results showed that noise and environmental issues are not given sufficient consideration in the curriculum. Basic didactic information, science teaching, physics teaching, upper secondary level, noise, pupils, interest, environmental education, city, project-based learning, project week, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school.”

140
Riedl, Gerd
Living environment – project ideas on the topic of ‘Sound and Noise’.
Physik in der Schule 1995, Vol. 33, No. 7–8, 280–281.
"The author provides guidance on depicting traffic flows and measuring noise levels, as well as on producing a noise map in physics lessons. Basic didactic information, lower secondary level, science lessons, physics lessons, noise, environment, subject matter, representation, subject didactics, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school."

141
Riedl, Gerd
Living environment – investigations using a model house.
Physics at School, 1995, Vol. 33, No. 9, 301–303.
"Experiments on noise protection are demonstrated using a model of a residential building. For this purpose, a microphone is positioned inside the model house and connected to an oscilloscope. A loudspeaker is placed opposite the ‘house’ and connected to an RC generator. In the second experiment, a noise barrier is erected between the loudspeaker and the model house. Teaching materials, secondary education, lower secondary level, upper secondary level, science lessons, physics, physics lessons, experiment, environment, noise, sound, acoustics, noise measurement, sound insulation, house, classroom, hearing, noise, teacher, noise, noise as a subject in the classroom, school."

142
Rodewald, Bernd
Lesson example 11: The study of sound propagation phenomena in the context of noise protection considerations.
In: Schlichting, Hans-Joachim, Backhaus, Udo: Physics Lessons 5–10. Munich: Urban & Schwarzenberg, 1981, pp. 196–219.
“Lesson planning for the following subtopics: noise and its measurement, phenomena of sound propagation, models of sound propagation, possible applications in noise abatement. Subject matter: Noise protection, sound propagation. – Classroom, hearing, noise, teacher, noise as a subject of teaching, school."

143
Rößler, Frank
My daily routine in sounds.
Sache – Wort – Zahl, Teaching and Learning in Primary School, 1997, Vol. 25, No. 11, Sound and Noise, 33–35.
“Managing everyday life involves the confident use of time. ... The activity sheets are designed to help children become aware of the sequence of events in a day. The key here is recognising the typical sounds that indicate the characteristic activities at specific times of the day.” Noise – School – Teaching.

144
Ronner, Stephan
Personality development through music education.
Erziehungskunst 1997, Vol. 61, No. 3, 273–275.
"The author reports on the Music Education Congress held in Lucerne in January 1997. It was noted how difficult it is to scientifically investigate the effects of music on people. Among other things, the following questions were raised: 1. What constitutes ‘good’ music, and what constitutes ‘less good’ music? 2. What does music education entail? Furthermore, there was particular discussion regarding the nature of music teaching and the methodology employed. Conventional methods of music teaching are still too one-sidedly language-based, whilst the proportion of methods intrinsic to music is too low. However, these methods require more time and cannot be implemented within a normal lesson. A dialogue between academic school music and Waldorf education should be sought to address these issues. Music education, music lessons, school music, culture, personal development, Waldorf education, individuality, ability, conference report, interdisciplinarity, listening, methodology, Switzerland, Lucerne, classroom, listening, noise, teachers, noise as a subject of teaching, school."

145
Rosenbruch, Agnes
Much Ado About Nothing? A teaching unit on the environmental problem of ‘noise’. *
* Examples 1987, Vol. 5, No. 3, 57–58.
“Teaching materials, environmental education, experience report, vocational school, noise, teaching unit, environmental pollution, health hazards – classroom, hearing, noise, teachers, noise as a subject in the classroom, school.”

146
Rosenbruch, Agnes, Jungk, Dieter
Noise: Occupational hazard No. 1! Who is to blame? What can be done?
Arbeiten + lernen, Die Arbeitslehre 1985, Vol. 7, No. 40, 23–31.
“Following introductory remarks on the issue of noise in general, this lesson focuses on the specific aspect of noise generation and its effects in the workplace. Pupils should recognise noise as an environmental problem and be able to identify all the associated harms. After being introduced to the topic through a text or the teacher’s presentation, pupils develop working hypotheses, which they work on in groups and then discuss in a whole-class session. The second phase of the lesson focuses on building background knowledge and on preparing for and carrying out extra-curricular investigations using questionnaires to be submitted to businesses, government departments and affected individuals. The lesson unit concludes with a final assessment exercise. Subject: Noise (in the workplace): effects of noise, noise control. - Teaching materials, Technology lessons, Secondary education, Polytechnic education, Work studies, Teaching unit, Text, Workplace, Noise, Noise protection, Company study visit, Classroom, Hearing, Noise, Teacher, Noise as a subject of teaching, School."

147
Rothfuchs, Gerd
Environmental noise damages body and mind.
Lehrer-Journal, Hauptschulmagazin, 1988, Vol. 3, No. 9, 33–36.
"Teaching resources, academic year 07, academic year 08, lower secondary level, secondary school, geography lessons, teaching unit, noise, environment, noise protection – classroom, hearing, noise, teachers, noise, noise as a subject in the classroom, school."

148
Ruge, Klaus
Noise or song?
LehrerService, Journal for Environmental Education and Ecology, 1985, No. 22, 10–11.
Lesson examples and topics on noise, birdsong, sonograms.

149
Rundfeldt, Frank
Unheard Dimensions.
Biology Lessons 1990, Vol. 14, No. 157, 43–46.
“With the aim of enabling pupils to explore as many parameters and dimensions of their hearing as possible through the process of hearing itself, experiments are presented which can be carried out using tone and sound examples on a cassette available from the author. In addition to determining the auditory field, the exercises cover pitch discrimination, consonance and dissonance, timbre and muddiness. Subject: Pupils determine their auditory field (pitch discrimination, timbre, muddiness, consonance and dissonance). - Teaching materials, Upper Secondary Level, Biology, lesson planning, worksheets, sensory physiology, biophysics, sensory organ, ear, sensory impression, hearing, hearing ability, classroom, hearing, noise, teacher, noise as a subject for teaching, school."

150
Sauerwein, F.
Noise as a teaching topic in local history and general studies in primary school.
Journal for Noise Control 1991, Vol. 38, No. 1, 22–23.
"Presentation at the DAL conference ‘Motivating low-noise behaviour’, 22–23 May 1989 in Oldenburg."

151
Sauerwein, F.
Low-noise behaviour as a subject for teaching and education (S I and S II).
Journal for Noise Abatement 1991, Vol. 38, No. 2, 54–56.

152
Schaper, Petra
An introduction to the cyclist’s traffic environment – We hear traffic noises.
General Studies and Mathematics in Primary Education 1981, Vol. 9, No. 10, 385–387.
"Perceiving, distinguishing and associating traffic sounds with specific situations; recognising traffic sounds as warning signals. Subject: Traffic noises as warning signals. Teaching materials, general studies, primary education, road safety education, worksheets, road traffic, noise, cycling, lesson plan, classroom, listening, noise, teachers, noise as a subject of teaching, school."

153
Schneider, Karl
Small sounding wind turbine – for experimentation and testing.
Thing – Word – Number, Teaching and Learning in Primary School, 1997, Vol. 25, No. 11, Sound and Noise, 27–28.
“Components. p. 27. / Tools and other materials. p. 27.” Noise – School – Teaching.

154
Schöne, Helmut C.
Individual and interactive effects of central nervous and mental stress in children with learning difficulties.
Special Educational Research 1981, Vol. 9, No. 2, 154–166.
"This study examines the individual and interactive effects of central nervous system and mental stress on children with learning disabilities. Central nervous system and mental stress are operationalised as ‘noise intensity’ and ‘level of difficulty’ of test tasks, respectively. The presumed effect of stressful situations in the classroom is investigated using graded levels of central nervous system noise exposure. A significant reduction in learning performance is observed in numerical calculations and word problems as noise levels increase. However, the stress-inducing effect of noise on intellectual performance can only be assumed to apply at high volume levels. The noise stressor impairs difficult tasks more severely than easy ones. The results of the study are discussed in the context of activation theory and attention theory. Finally, an attempt is made to provide an interactional explanation. Special school, school for pupils with learning difficulties, empirical study, pupils with learning difficulties, learning behaviour, noise, sound, stress, educational psychology, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

155
Schöne, Karla
With ‘Kling-Klang-Klung’, with ‘Krx’ and ‘Brrr’ and ‘Wum’.
Sache, Wort, Zahl, 1997, Vol. 25, No. 11, 16–24.
“The phenomenal characteristics of sounds and noises, and how we interact with them, are perceived very differently on a subjective level. The contexts in which they become a source of pleasure or a burden, and how they can acquire an intrinsic aesthetic or expressive value for specific content, are illustrated using examples from auditory perception education and media transposition. A didactic and methodological commentary provides suggestions regarding the aims and possible ways of implementing the worksheets. (Orig.) Teaching materials, general studies, primary school, primary education, sound, noise, sound, perception, hearing, sound play, worksheets, lesson unit, subject didactics, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school."

156
Schroeder, Eckhard
Pupil experiments on the topic of noise.
Natural Sciences in the Classroom: Physics, Chemistry, 1981, Vol. 29, No. 11, 420–425.
"Teaching materials, physics lessons, lower secondary level, experiment, graphical representation, photography, worksheet, acoustics, hearing, auditory ability, measurement methods, interdisciplinary teaching, pupils, noise protection Abstract: Since whether sound is perceived as noise depends on the circumstances in which it affects people, noise must be understood as a psychoacoustic phenomenon. A series of largely qualitative pupil experiments on the topic of noise is described, which can serve to illustrate a principle or as a starting point for discussion. For example, the different reactions of pupils to machine noise and disco music at the same volume are observed, and a decline in arithmetic ability is noted when exposed to background noise of varying intensity. The determination of the hearing threshold is described in detail, and hearing impairments are investigated. The effectiveness of earplugs, ear muffs and noise-reducing helmets is examined and compared, and measurement results are presented. Addresses of companies from which hearing protection equipment can be obtained are provided. Subject: Pupil experiments on hearing and noise pollution. Classroom, hearing, noise, teacher, noise as a subject of teaching, school."

157
Schulzke, Marion
Quiet! People in noisy environments – ill, exhausted, restless.
Psychologie heute 1995, Vol. 22, No. 2, 44–49.
“Noise, stress, noise protection, hearing loss, damage to health, classroom, hearing, noise, teachers, noise, noise as a subject of teaching, school.”

158
Schury, Gunter
The ear as a sensory organ. Lesson sequence.
Lehrer-Journal, Special Education Magazine, 1989, Vol. 11, No. 11, 25–30.
“To begin with, some information is provided on the process of hearing in humans. Teaching pupils about how the ear works is useful for subsequent topics such as ‘the sense organs’ or the study of sound. This teaching sequence consists of four lesson plans. The aim is for pupils to learn what we hear, how we hear, the structure of the ear, the path sound waves take, how to protect and care for one’s ears, and what the main ear conditions are. The learning resources include several worksheets (photocopiable templates provided) and a dissectable model of the ear. Each of the four lesson plans is outlined. Subject: The ear. - Teaching material, academic year 06, special school, biology, teaching unit, worksheet, text, perception, sensory impression, hearing, human, personal hygiene, ear, school for pupils with learning difficulties, classroom, hearing, teacher, noise, noise as a subject for teaching, school."

159
Seibold, Peter
Integrated series of exercises for auditory training. Part 1.
Lehrer-Journal, Special Education Magazine, 1990, Vol. 12, No. 2, 13–15.
"Special education, auditory training, perception, hearing, attention – classroom, hearing, noise, teachers, noise as a subject of teaching, school."

160
Steffens, Heiko
Workplace exploration as a topic in school television.
Arbeiten + lernen, Die Arbeitslehre 1983, Vol. 5, No. 25, 48–52.
“The essay begins by describing the general objectives of school television and illustrates its potential applications in concrete terms using the six-part television series ‘People and Their Workplaces’. The topics of the individual episodes are linked to the curriculum of the technical college. In terms of content, the series addresses issues of health and safety at work, ergonomics, and workplace stress caused by noise and nervous tension. To illustrate this, the workplace analysis of a foundry cleaner is highlighted from the broadcast material. Excerpts from the text and images supplement the presentation. – Classroom, listening, noise, teacher, noise as a subject of teaching, school."

161
Steffens, Heiko, Fischer, Werner, Editor: Schönrock, Günter (ed.)
People and their workplaces.
Praxis Schulfernsehen 1984, Vol. 8, No. 96, 95–114.
"School Year 09, School Year 10, School Year 11, School Year 12, Lower Secondary Level, Upper Secondary Level, Secondary Education, Work Studies, Economics, Workplace, Working Conditions, Health and Safety at Work, Work Organisation, Statement, Psychological Stress <Psy>, employees, noise, technological change, computer screen, health, chair, occupational medicine, trade union, employer, educational television, world of work, humanisation, worksheet, analysis – classroom, hearing, noise, teacher, noise as a subject of teaching, school.”

162
Stein, Christoph
Motorised private transport – a topic in environmental education.
Praxis Geographie 1992, Vol. 22, No. 3, 39–43.
“In addition to cross-curricular transport and environmental education, it is primarily the subject of geography in which transport-related issues (...) are addressed. This (...) article aims to show how, from Year 10 onwards, the threat posed by private motorised transport can be illustrated through exhaust emissions testing, traffic counts and noise level measurements, thereby fostering a positive attitude towards the use of bicycles and public transport. (p. 39) (HIBS/Sb). Teaching materials, geography lessons, secondary education, teaching project, graphical representation, text, photography, image, table, statistical data, transport geography, environment, environmental education, environmental pollution, private motorised transport, exhaust emissions, noise, sound, measurement, traffic counts Abstract: Classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school."

163
Steinfeldt, Rainer, Wieczorek, Karin
Simulation games on the topic of noise and some empirical findings.
Natural Sciences in the Classroom, Physics, Chemistry, 1981, Vol. 29, No. 11, 444–448.
“Simulation games offer a welcome change of pace in physics lessons; they are well-suited to boosting the motivation of pupils with little interest in physics. Three possible lesson plans are outlined in which a simulation game can be used, and the advantages and disadvantages are discussed. Rules for a simulation game designed for pupils are provided. Suitable roles include: the affected party, the perpetrator, the police, a measurement specialist, a noise abatement specialist, a doctor, the court, and others. Based on a hypothetical case (residents were disturbed by bottles being smashed at night in a glass recycling bin set up for that purpose), pupils work in groups to familiarise themselves with their roles and then act them out. The game can be paused to gather information and resumed later. Learning objectives for simulation games are outlined, and experiences are reported in detail. Subject: The use of simulation games in the classroom. – Teaching materials, physics lessons, academic year 08, lower secondary level, handout, text, worksheet, simulation, acoustics, role-play, environmental protection, noise, classroom, hearing, noise, teacher, noise, noise as a subject of teaching, school."

164
Stichmann, Wilfried
Roads and road traffic from an ecological perspective.
Biology Lessons 1983, Vol. 7, No. 77, 2–14.
"This introductory article provides factual information on the significance and development of roads, the environmental impacts of road alignments and traffic (e.g. fragmentation effects and their consequences for ecosystems, changes to biotopes, damage caused by emissions, de-icing salts and noise), explains the processes involved in road planning and highlights ways of mitigating environmental impacts. The aim of the teaching models outlined here is to show pupils the ecological interrelationships between roads and the environment, to raise their awareness of the issues and to guide them towards adopting a stance on roads and traffic based on factual arguments. Biology lessons, factual information, graphical representation, urban biology, environmental protection, road traffic, road construction, noise, air pollution, environmental pollution, classroom, listening, noise, teacher, noise as a subject of teaching, school."

165
Stracke, Theo
It is too noisy at school.
Monatshefte für die Unterrichtspraxis 1982, Vol. 50, No. 6, 345–349.
“Noise caused by the pupils themselves is on the increase at school. Some pupils, mainly those who are nervous or find it hard to concentrate, feel severely disrupted by the noise in the classroom and call for more quiet. Parents and carers attribute their children’s academic failures to disruptions within the school environment. There are various ways to help a class settle down and concentrate: 1. relaxation (autogenic training), 2. body language, 3. language and finger games, 4. raising awareness of the problem. Brief examples are provided for each point; the last point in particular is illustrated in detail via a comprehensive worksheet. Subject: Calm and concentration in the classroom. – Teaching materials, didactics, methodology, handout, school, noise, underachievement, classroom, listening, noise, teachers, noise, noise as a subject of teaching, school."

166
Tänzer, Sandra
Investigating – Experimenting – Creating: Curriculum-based lessons on sound can be fascinating.
Sache, Wort, Zahl, 1997, Vol. 25, No. 11, 8–16.
“This article contains suggestions for experiments from a series of lessons on the topic of ‘sound and tones’, which were carried out towards the end of the second year of primary school. The teaching methodology was specifically designed to allow the children to experiment in a variety of ways, whilst encouraging them to reflect on their experiences. Engaging with natural phenomena such as sound requires an appropriate methodological approach in the experiments; furthermore, children learn conceptual concepts more effectively through motor activities. A double lesson on the question ‘How does sound propagate?’ is described in detail – as one possible way of putting this curriculum topic into practice. Teaching materials, general studies, primary school, Year 2, sound, sound propagation, vibration <acoustics>, Vibration <Phys>, Experiment, Hearing, Teaching unit, Subject didactics, Discovery-based learning, Action-oriented learning, Worksheet, Classroom, Hearing, Noise, Teacher, Noise as a subject of teaching, School."

167
Tau, Werner
Quiet, please! Quiet, please?
Biology lessons: Noise, Issue 70, 1982 14–17.
Teaching model for primary education.

168
Theiss, Joachim
Acoustic communication in water cicadas.
Biology in Our Time 1996, Vol. 26, No. 6, 341–350.
"The authors describe how water cicadas produce and detect sound signals underwater using air bubbles. Natural sciences, biology, zoology, animal, insect, factual information, acoustic perception, acoustic signal, understanding, hearing, aquatic insect, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

169
Tietmann, Karl (contrib.), Ruge, Klaus (contrib.), Welters, Reiner (contrib.)
Field of work: Environmental protection.
Uni 1981, Vol. 5, No. 4, 6–14.
"This article brings together self-descriptions and reports from various individuals involved in environmental protection research to provide a cross-section, covering not only the diverse fields of activity but also the multitude of institutions and working organisations. The individual essays are titled as follows: Environmental protection under a state mandate; Environmental protection at regional level – a case study. As an Ornithologist at the State Institute for Environmental Protection in Karlsruhe, Sewage Treatment Plant – Problem-Solving in an Industrial Enterprise, Air Quality Control and Noise Protection – from the Work of a Trade Inspectorate, and the Working Group of Ecological Research Institutes (AGOEF). Social studies lessons, secondary education, environmental protection, occupational field, ornithologist, noise, institution, report, factual information, recycling, planning, emissions <environment>, classroom, listening, noise, teacher, noise as a subject of teaching, school."

170
Tophoven, Horst, Editor: Deiters, Heinz (ed.);
On being happy and sad, on listening and causing a disturbance. Practical life skills education for pupils at the school for the intellectually disabled and pupils in the introductory stage for those with learning difficulties.
Praxis Schulfernsehen 1991, Vol. 15, No. 180, 9–16.
“Year group: School years 1–4. School stage/area: Primary education. School type: School for pupils with intellectual disabilities, school for pupils with learning difficulties. Subject area/subject: General studies, social studies. Type of text: Teaching guide, film accompaniment material. Contextual material: Film, school television. Photocopiable worksheet: subject matter: see text summary. This four-part series helps to promote independent and context-appropriate language use among pupils. It introduces and practises basic rules for living together within a family or in other groups. Perceptions are observed and described. Episode 1: ‘Quiet (concentration) – Noise (distraction)’ covers auditory perceptions, e.g. distinguishing between loud and quiet. Episode 2: ‘Joy – Sadness’ uses gestures to illustrate the two emotions of joy and sadness. Episode 3: ‘Sadness – Comfort’ aims to help children put the feeling of sadness into words and to demonstrate ways of offering comfort (physical and verbal reassurance). Episode 4: features a picture story set to music on the topics mentioned and is intended to provide a starting point for retelling and describing the story. Teaching materials, educational television, school television, educational film, instructional film, television programme, supporting materials, special educational needs, general studies, social studies lessons, learning objective, special school, learning disability, teaching for pupils with intellectual disabilities, social integration, perception, sound, noise, joy, emotion, grief, comfort, interpersonal relationships, verbalisation, storytelling, language behaviour, situation, primary education, school year 02, school year 03, school year 04, audiovisual educational resources, school year 01, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

171
UNESCO Liaison Centre for Environmental Education, Berlin West
Teaching materials on the subject of ecology and environmental protection for social studies lessons in vocational schools. 5. Noise.
Berlin: Federal Environment Agency, 1989. 100 pp.
“Environmental education, social studies lessons, vocational school, classroom, hearing, noise, teachers, noise as a subject in the classroom, school.”

172
Urban, Klaus K.
HVT – A test for assessing listening comprehension skills at school."
Die Sprachheilarbeit 1985, Vol. 30, No. 1, 15–20.
“The importance of listening comprehension for learning at school is briefly discussed. The HVT is then presented; this test is designed to measure the ability to perceive, process and understand spoken language. The test consists of six subtests: LU (distinguishing sounds), SE (immediate recall), AF (following instructions), BD (recognising meanings), BT (recognising stress patterns) and TV (text comprehension). The quality criteria for this test, which is based on classical test theory, are outlined. Various norms are available, for example for five classes (Years 4 to 8). Finally, a number of possible applications are presented: special schools, primary education, schools for pupils with speech impairments, speech and language therapy, empirical research, diagnosis, speech disorders, test administration, hearing, listening comprehension, the classroom, hearing, teachers, noise, noise as a subject in the classroom, school."

173
Verbeek, Bernhard
Orientation through hearing.
Biology Teaching 1990, Vol. 14, No. 157, 31–35.
“This article provides information on the ability to orientate oneself spatially and to localise sounds in insects, vertebrates and humans. Pupils learn about the principle of time-difference detection in human acoustic orientation through simple experiments and compare the spatial orientation abilities of various animals. Subject: Spatial orientation and directional hearing in insects, vertebrates and humans. Teaching materials, School Year 09, School Year 10, Lower Secondary Level, Biology, lesson planning, worksheets, experiment instructions, sensory organ, ear, sensory impression, sensory physiology, hearing, hearing ability, sense of hearing, orientation, space, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

174
Wagener, Arnold
The school as a workplace from an occupational health perspective – an interdisciplinary teaching unit (Years 9/10).
Biology at School 1995, Vol. 44, No. 1, 12–22.
“Following didactic considerations on the significance of the teaching unit, the author provides practical teaching guidance on the selected topics (suggestions, independent learning by pupils, observations and experiments). Teaching materials, lower secondary level, academic year 09, academic year 10, interdisciplinary teaching, biology lessons, health education, teaching unit, workplace, school, occupational health, noise, posture, stress, exercise, strain, pupils, classroom, hearing, noise, teachers, noise, noise as a subject for teaching, school."

175
Weber, Gert, Subroweit, Norbert
A teaching project as part of basic education on the investigation of noise and its prevention. This noise is simply unbearable!
Log in 1988, Vol. 8, No. 3, 24–27.
"Teaching materials, Computing Science, IT education, environmental education, project-based learning, noise, measurement, software, lesson unit, school year 08, lower secondary level – classroom, hearing, noise, teachers, noise as a subject in the curriculum, school."

176
Welge, Pieter K.
Learning to listen. Sound discrimination and sound representation in early foreign language teaching.
Zielsprache 1989, Vol. 20, No. 3, 10–14.
“A review of relevant textbooks and methodologies for teaching Chinese as a foreign language reveals little suitable material. The author therefore develops his own proposals for the practical teaching of listening comprehension in beginner-level classes in the People’s Republic of China. In doing so, he draws on the research of Götz Wienold. Basic didactic information, beginner-level teaching, China, foreign language teaching, discrimination, listening, listening ability, listening comprehension, phonetics, classroom, listening, noise, teacher, noise as a subject of instruction, school.”

177
Werner, Eckhart
When do your ears feel blocked?
Biology Teaching 1990, Vol. 14, No. 157, 16–18.
“To explore the phenomena of pressure and pressure equalisation in the human ear, the principle of air pressure is first illustrated using a model and then applied to the conditions within the ear. Using the examples of a cable car ride and diving, the concepts are explored in greater depth, and measures for protecting and caring for the ear are discussed. Subject: Situations encountered on a cable car ride or whilst diving as teaching examples of pressure equalisation in the ear. Teaching materials, School Year 05, School Year 06, Remedial class, Biology, Teaching unit, Worksheet, biophysics, sense of hearing, hearing, sensory organ, model, ear, pressure <Phys>, health care, experiment, classroom, hearing, noise, teacher, noise as a subject of teaching, school."

178
Willer, Jörg
Acoustics. Draft of a teaching unit for Year 10 based on the Berlin curriculum framework. 5.
Physics at School 1996, Vol. 34, No. 3, 91–94.
"Basic knowledge of the use and functioning of selected musical instruments is taught. The lesson demonstrates how tones and sounds are produced and emitted, and how the pitch and intensity of a tone can be altered. The sound levels of the sound sources are measured. Teaching materials, science lessons, physics lessons, acoustics, sound, musical instruments, framework curriculum, Berlin, teaching unit, learning objective, volume, sound wave, basics, tone, noise, noise protection, Year 10, classroom, hearing, noise, teacher, noise, noise as a subject in the curriculum, school."

179
Wittmann, Bernhard
Does noise in the classroom cause a disturbance?
Neue Schule 1981, 33, 16–17.
“Classroom, noise, workplace, school, sound, inattention, academic success, discipline and order in the classroom, listening, noise, teachers, noise as a subject of teaching, school.”

180
Wode, Henning;
The development of linguistic listening and its significance for modern teaching.
Der Unterricht 1990, Vol. 42, No. 5, 19–34.
“Due to increasing mobility within the European Community, teachers should also be informed about language acquisition phenomena. This article aims to provide the necessary background knowledge in the field of listening comprehension. It is fundamentally assumed that only a universal theory of language acquisition can provide satisfactory answers to problems in language teaching. In the case of speech perception, this means that bilingual sounds are perceived through the lens of the first language. First-language acquisition, for its part, begins before the actual speaking phase (1.0 years), as children’s versatile auditory system – which is initially capable of perceiving any sound units, even those not belonging to the first language – gradually filters out non-distinctive elements until categorical sound perception is achieved. The available research findings suggest that this genetically determined ability to discriminate is not entirely lost, meaning that adults, too, are able to achieve good results through cognitive processes. Factual information, linguistics, phonology, phonetics, listening comprehension, bilingualism, psycholinguistics, language development, hearing, language acquisition, research, foreign language, learning, interference, classroom, hearing, teachers, noise, noise as a subject of teaching, school."

181
Wünschmann, Gerhard;
The classroom as a communication centre in schools for children with speech and language impairments.
Die Sprachheilarbeit 1981, Vol. 26, No. 4, 231–239.
"A classroom layout designed as a communication centre is presented, which is suited to therapy-integrated teaching. The seven areas of the classroom, which combine the learning area and open space into a single unit, are described and illustrated with drawings. The room is divided into a home area (where pupils sit in pairs, one behind the other, to encourage interaction), the group work area, the discussion table, the play mat, the circle and semi-circle areas, the main room and the teacher’s separate room. For the learning area – specifically, reading and understanding texts – the use of the communication centre is demonstrated in conjunction with frequent changes in teaching methods, followed by a description of a double-lesson group therapy session for pupils with speech impairments. The spatial layout has a positive influence on the pupils’ social dynamics and facilitates group therapy and varied teaching methods. Graphical representation, speech and language therapy, speech impairment, classroom, group therapy, internal differentiation, lesson organisation, special school, school for pupils with speech impairments, speech and language therapy school, experience report, school premises, communication, leisure time, therapy, people with speech impairments, group work, social behaviour, behavioural problems, pupils with speech impairments, social structure, classroom, hearing, noise, teachers, noise as a subject of teaching, school."

182
Zawadzka, Elzbieta
On the problem of auditory determinism in teaching and on enhancing the perceptual performance of foreign language teachers.
In: Yearbook of Foreign Language Teaching. 14. Munich: Iudicium, 1988, pp. 405–417.
“The problem of the auditory determinism of teaching has so far received too little attention in didactic research. Auditory perception and error identification by the teacher is a complex process that depends to a large extent on acoustic-psycholinguistic factors as well as on the purpose of the perception. Foreign-language teachers must be able to identify and interpret pupils’ utterances, which are often unclear and contain errors; teacher training does not adequately meet this requirement. The ability to listen in a focused manner should be developed. The author proposes relevant exercises for teacher training that focus on accent, analytical listening and perception under challenging conditions. Greater auditory sensitivity should be the aim. Basic didactic information, declarative sentence, foreign language teaching, didactics, error analysis, foreign language teachers, foreign language accent, listening, teacher training, psycholinguistics, exercise, classroom, listening, noise, teachers, noise as a subject of teaching, school."

183
Zeiller, Wolfgang
Terms used in noise measurement, taking into account the new EC standard.
Zeitschrift für Technik im Unterricht 1993, Vol. 18, No. 70, 36–39.
"The author highlights the problem that noise specifications on machinery and equipment used for private or professional purposes are often incomprehensible to pupils. He explains the new EC standard on noise labelling for equipment and clarifies frequently used terms in this context. Finally, the author discusses noise measurements in technology lessons. Technology lessons, noise measurement, sound level, measurement methods, factual information, ergonomics, European Community, standards, term, definition, classroom, hearing, noise, teacher, noise as a subject of teaching, school.

184
LehrerService magazine
A cause for wonder or a smile. Quotes and anecdotes. Poets and thinkers on the subject of noise.
LehrerService, Journal for Environmental Education and Ecology, 1985, No. 22, 22–23.
Lesson examples and topics on noise; poem by Kästner, ‘Maskenball im Hochgebirge’; Marion Eberhardt c/o Verlagsgesellschaft BUND, Erbprinzenstr. 18, 78 Freiburg.

185
*LehrerService* magazine
Aircraft noise.
*LehrerService*, Journal for Environmental Education and Ecology, 1985, No. 22, 35–36.
Lesson examples and topics on noise.

186
LehrerService magazine
Tracking down noise.
LehrerService, Journal of Environmental Education and Ecology, 1985, No. 22.
Lesson examples and topics on noise, measuring noise in the simplest way.

187
LehrerService magazine
Games.
LehrerService, Centre for Environmental Education and Ecology, 1985, No. 22, p. 37.
Lesson examples and topics on noise, games on the subject of noise and sound.

188
*LehrerService* magazine
Disturbance caused by noise – the subjectivity of hearing.
*LehrerService*, Journal of Environmental Education and Ecology, 1985, No. 22, pp. 28–29.
Lesson examples and topics on noise