The Routledge Companion to Interdisciplinary Studies in Singing, Volume III: Wellbeing explores the connections between singing and health, promoting the power of singing—in public policy and in practice—in confronting health challenges across the lifespan. These chapters shape an interdisciplinary research agenda that advances singing’s theoretical, empirical, and applied contributions, providing methodologies that reflect individual and cultural diversities. Contributors assess the current state of knowledge and present opportunities for discovery in three parts:
- Singing and Health
- Singing and Cultural Understanding
- Singing and Intergenerational Understanding
In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume III: Wellbeing focuses on this third question and the health benefits of singing, singing praises for its effects on wellbeing.
Table of Contents
Introduction: Singing and wellbeing: Harnessing the power of singing Rachel Heydon, Daisy Fancourt & Annabel J. Cohen / Part I: Singing and Health / 1. A logic model for the effects of singing on health Daisy Fancourt & Katey Warran / 2. Singing and wellbeing across the lifecourse: Evidence from recent research Norma Daykin, Louise Mansfield, & Christina Victor / 3. The potential of the human voice for early parent-infant interactions in at-risk populations Marie Dahlstrom, Lauren Stewart, & Helen Shoemark / 4. Singing and stuttering Simone Falk, Ramona Schreier, & Frank Russo / 5. Singing for health and wellbeing in children and adolescents with mental disorders Katarzyna Grebosz-Haring & Leonhard Thun-Hohenstein / 6. Singing for cancer: Implications for psychoneuroimmunology Daisy Fancourt & Katey Warran / 7. Singing for lung health Phoene Cave, Adam Lewis, & Daisy Fancourt / 8. Singing for rehabilitation: Efficacy of singing-based interventions in major ageing-related neurological disorders Teppo Särkämö / 9. The Impact of singing on human communication in aging: From protection to rehabilitation Pascale Tremblay & Julie-Anne Veilleux / 10. Singing and Parkinson’s disease Merrill Tanner / 11. Singing as an evolved behavior for social bonding: The ice-breaker effect, beta-endorphins, and groups of more than 150 people Jacques Launay & Eiluned Pearce / 12. Effects of singing on social support and wellbeing amongst marginalized communities Jane Davidson & Benjamin Leske / 13. Group singing in prison: Discovering and developing best possible self Jody Kerchner / 14. Singing in palliative care, oncology, and bereavement music therapy Amy Clements-Cortes & Rebecca Wright / Part II: Singing and Cultural Understanding / 15. Singing, cultural understanding, and wellbeing- Research approaches Annabel J. Cohen & Lily Chen-Hafteck / 16. Reducing prejudices through cross-cultural music education programs that include singing Félix Neto / 17. Cross-cultural perspectives on researching children’s singing and cultural understanding Lily Chen-Hafteck / 18. Exploring strategies of promoting the singing of multicultural songs in primary school education in Kenya Elizabeth Achieng Andang’o / 19. The effects of using audiovisual materials to support multicultural song-learning in two Brazilian schools Alda Oliveira, Zuraido Bastião, & Angelita Broock / 20. Exploring the impact of a culture bearer on intercultural understanding within a community choir Benjamin Bolden & Larry O’Farrell / 21. Development of multicultural choirs on college campuses: Theory and practice Annabel J. Cohen, Karen Ludke, & Bing-Yi Pan / 22. Fun and formality in two multicultural university choirs/song circles in Atlantic Canada Godfrey Baldacchino, Anna Baldacchino, & Blair Ellis / 23. Studying singing storytellers in Cape Breton: Community-engaged research-creation as a methodology Marcia Ostashewski / 24. Building bridges between self and others: A suggestion for music education through Greek singing Maria Hnaraki & Antonia Forari / 25. Breathless: Singing and social justice in a time without air Shana Redmond / 26. Choral singing in Australian Indigenous Christian contexts and its implications for intergenerational wellbeing Muriel Swijghuisen Reigersberg / Part III: Singing and Intergenerational Understanding / 27. Intergenerational singing and wellbeing Rachel Heydon, Christopher Eaton, Sarah Black, Emma Cooper, & Susan O’Neill / 28. Songs of gender and generation: Ethnographic perspectives on initiation songs and wellbeing in southern Africa Thomas Pooley / 29. Connecting intergenerational voices: Curricula to foster the wellbeing of young children and elders Rachel Heydon, Lori McKee, & Susan O’Neill / 30. Singing and elders: Toward a life experience approach Lisa Crawford, Eun Cho, and Beatriz Ilari / 31. Singing my way back to you: Mapping the learning journey of persons with dementia through singing in an intergenerational choir Carol Beynon & Jennifer Lang / 32. Nurturing voices in intergenerational choral programs: The singing voice as voice of agency Jennifer Lang / 33. Multigenerational singing in a francophone minority setting Josée Benoît & Marie-Josée Vignola / Conclusion: Singing and wellbeing – From research to advocacy Annabel J. Cohen & Rachel Heydon
Rachel Heydon is Professor of Curriculum Studies in the Faculty of Education at Western University and Co-Director of the Provincial Centre of Excellence for Early Years and Child Care.
Daisy Fancourt is Associate Professor of Psychobiology & Epidemiology at University College London.
Annabel J. Cohen is Professor of Psychology at the University of Prince Edward Island specializing in music cognition and is the initiator/director of the AIRS project.