Nordisk sangforskning – i sang og skole samt sangens gavnlige virkninger

I arbejdet med et nordisk memorandum for sang i skolen var det nødvendigt at adskille nordisk og øvrig international sangforskning. Se derfor også listen nederst på siden: Øvrig international sangforskning.

“Nordisk memorandum for styrket sang i skolen” er titlen på anbefalinger til politikere og beslutningstagere fra Nordisk Netværk for sang i
skolen. Memorandummet udfærdiges og signeres i forbindelse med Nordisk Sangsymposium i Odense, Danmark, 2026.

Balsnes, A. H. (2014). Choral singing as health musicking. A discussion on music, education and health. Nordisk musikkpedagogisk forskning (Årbok 15). http://hdl.handle.net/11250/2372678

Balsnes, A. H. (2024). Singing for singing’s sake? Community singing in Norwegian schools. In K. Norton & E. M. Morgan-Ellis (eds.), The Oxford Handbook of Community Singing, 295–314. Oxford: Oxford University Press. DOI:10.1093/oxfordhb/9780197612460.013.16

Balsnes, A. H., Danbolt, I. A., Hagen, L. A., Haukenes, S., Knigge, J., & Schei, T. B. (2022). «Det finnes en sang for alt!» Ansattes begrunnelser for sang i barnehage og skole–en empirisk studie. I R. V. Strøm, Ø. J. Eiksund & A. H. Balsnes (Red.), Samsang gjennom livsløpet (s. 29–65). Cappelen Damm Akademisk/NOASP. https://doi.org/10.23865/noasp.162.ch2

Balsnes, A. H., Ellefsen, L. W. & Knigge, J. (2025). Singing practices in Norwegian schools – a synthesis of three survey studies. Nordic Research in Music Education Vol 6/2025 https://doi.org/10.23865/nrme.v6.6901

Balsnes, A. H., & Jansson, D. (2022). «Jeg kan ikke bli musikklærer hvis jeg ikke kan synge foran klassen min»: Korsang i lærerutdanningen og utvikling av individuell sangtrygghet. I R. V. Strøm, Ø. J. Eiksund & A. H. Balsnes (Red.), Samsang gjennom livsløpet (s. 199–228). Cappelen Damm Akademisk/NOASP. https://doi.org/10.23865/noasp.162.ch7

Balsnes, A. H. & Selås, M. (2026).”Det var så kleint, men på en god måte”. Lærerstudenter, begynneropplæring og sangtrygghet. Tidlig – Tidsskrift for Lærerutdanning og grunnopplæring https://doi.org/10.15845/tidlig.v1i1.4947

Beckmann, H. B., & Christensen, J. (2022). «Det er jo viktig, men det er ikke så lett å få til.» En undersøkelse av sangens plass i grunnskolen. I L. Skregelid & K. N. Knudsen (Red.), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge (Kap. 6, s. 137–163). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.163.ch6

Bojner Horwitz, E., Johnson, D. T., Lyberg-Åhlander, V., Sahlén, B., Laukka, P. & Bygdéus, P. (2024). Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden. British Journal of Music Education, 41(2), 209–223.

Bonde, L. O. & Ingerslev, S. (2022). ”Alle kan synge”: Sangglæde og social faglig trivsel i indskolingen via klassekorpædagogik og tolærersystem. I Samsang gjennom livsløpet, 97-127. Oslo: Cappelen Dam Akademisk. https://press.nordicopenaccess.no/cdf/catalog/book/162

Borčak, L. W. (2026, in press). Sang i skolen. En national kortlægning. Aarhus Universitet. https://openbooks.kb.dk/au/catalog/book/680

Borčak, L. W. & Baunvig, K. F. (2021). Medial conditions for social bonding in singing. International Review of the Aesthetics and Sociology of Music, 52(2), 391–416. https://pure.au.dk/portal/en/publications/medial-conditions-for-social-bonding-in-singing/

Bygdéus, P. (2019). Relational perspectives in the practices of choir directors. In F. Pio, A. Kallio, Ø. Varkøy & O. Zandén (eds.), Nordic Research in Music Education Yearbook, 19, 97–121.

Bygdéus, P., Haugland Balsnes, A. & Jansson, D. (2019). Nordic Choral Conductor Education: Overview and research agenda. In F. Pio, A. Kallio, Ø. Varkøy & O. Zandén (eds.), Nordic Research in Music Education Yearbook, 19, 137–170.

Capponi-Savolainen, A. (2025). Children’s singing ecologies in culturally diversifying Finnish schools and society. Taideyliopiston Sibelius-Akatemia https://urn.fi/URN:ISBN:978-952-329-380-9

Damsgaard, J. B. & Brinkmann, S. (2022). Me and us: Cultivating presence and mental health through choir singing. Scandinavian Journal of Caring Sciences.

Damsgaard, J. B., Dyring, R. & Brinkmann, S. (2024). Fathers’ transformative caring experiences of engaging in music and singing with their children. Children & Society. https://doi.org/10.1111/chso.12903

Fagius, G. (2015). Sångens betydelse för barn och unga. In E. Bojner Horwitz, C. Hogstedt, P. Wistén & T. Theorell (eds.), Kultur och folkhälsa – Antologi om forskning och praktik, 176–184.

Frøkjær, Katrine (red.). (2025). Så syng da, Danmark. Aarhus Universitetsforlag.

Hedegaard-Sørensen, L. (2021). Inklusion og eksklusion i undervisningen. Pædagogisk Indblik, 14. (au.dk).

Hedegaard-Sørensen, L. (2022). Inklusion i fagene. Pædagogisk Indblik, 15. (au.dk).

Hedegaard-Sørensen, L. (2023). Musikfaget kan øge inklusion i skolen. Videncenterforsang.dk.

Hentschel, L. (2017). Sångsituationer: En fenomenologisk studie av sång i musikämnet under skolans senare år. PhD dissertation. Umeå: Umeå universitet.

Holgersen, S.-E. & Holst, F. (red.) (2020). Musikfaget i undervisning og uddannelse: Status og perspektiv 2020. Aarhus: DPU.

Jespersen, K. V., Gebauer, L., & Vuust, P. (2022). Music Interventions in Health Care: White paper. Center for Music in the Brain, Aarhus University.

Johnson, D. (2021). Raising Voices: singing repertoire and practices in Swedish schools. Lund: Musikhögskolan i Malmö, Lunds Universitet.

Knigge, J. & Balsnes, A. H. (2026). Contextual and dispositional predictors of student teachers’ intended use of singing in the classroom: A national survey in Norway. Research Studies in Music Education https://doi.org/10.1177/1321103X261418441

Knigge, J., Danbolt, I., Hagen, L. A., & Haukenes, S. (2021). The current status of singing in kindergartens in Norway: An exploratory study. Nordic Research in Music Education, 2(2), 74–99. https://doi.org/10.23865/nrme.v2.2905

Koistinen, M. (2025). Ryhmälauluopetus nuorten kokonaisvaltaisen hyvinvoinnin edistäjänä. https://urn.fi/URN:ISBN:978-952-86-0650-5

Kulset, N. B. (2019). Hvorfor musikk i skolen. Musikk og andrespråk. Norsktilegnelse for små barn med et annet morsmål, 2. utgave, Oslo: Universitetsforlaget.

Malmskov, L., & Ridder, H. M. O. (2022). Musikterapi i genoptræning efter en erhvervet hjerneskade: anvendelsen af modellen MTIN i hverdagen på et neurologisk hospitalsafsnit. Tidsskriftet Dansk Musikterapi, 19(1), 20–27. https://doi.org/10.7146/tdm.v19i1.156968

Nordic Welfare Centre/MUCF. (2024). Nordic Youth Perspective on Mental Wellbeing.

Ridder, H. M. O. (2003). Singing Dialogue: Music therapy with persons in advanced stages of dementia. A case study research design. PhD Dissertation, Aalborg University.

Ridder, H. M. O., Anderson-Ingstrup, J., & Ridder, L. O. (2024). The Effect of Choir-singing on Self-reported Embodied Cognition in Persons with Dementia. A Pilot Study. Dementia https://doi.org/10.1177/14713012241272910

Ruud, E. (2013). Can music serve as a “cultural immunogen”? An explorative study. International Journal of Qualitative Studies on Health and Well-Being, 8(1).

Salminen, S. (2020). Benefits of singing reflected in the conceptual framework of social inclusion. In van der Sandt, Johann (Eds.) Singing With Children: International Perspectives (pp. 97-108). Ars Musicalis. Musica, Musicologia e Didattica, 3. Lucca: Libreria Musicale Italiana. JYX: jyx.jyu.fi/handle/123456789/73803

Salminen, S. (2021). Kuoropedagogiikkaa uusin silmin: tavoitteena osallisuus ja taiteellinen taso. Musiikkikasvatus, 24(1). Painossa.

Stensæth, K., Asskildt, K. K., Brean, A., Johansson, K., Stedje, K., Kvamme, T. (2024). Kor, demens og livskvalitet: Kvantitative resultater fra en korttids pilotstudie av et korprosjekt for mennesker med demens. Tidsskriftet Musikkterapi, 16.06.2024, rettet version. https://doi.org/10.69625/318192.HBVZ3091

Strøm, R. V., Eiksund, Ø. J. & Balsnes, A. H. (Red.) (2022). Samsang gjennom livsløpet (MusPed:Research nr. 5). Oslo: Cappelen Damm Akademisk/NOASP. https://doi.org/10.23865/noasp.162

Sundhedsstyrelsen. (2020). Kultur på Recept. Tværgående evaluering. Niras.

Tetens, A. & Bonde, L. O. (2025). Sang og sundhed i indskolingen. Når vi synger – en antologi om sangens betydning. Borčak, L. W., Elbeck, M. J., Gerner, E. & Thue, M. (red.) 93-106 Sangens Hus. [Læs antologien online].

Theorell, T., Lennartsson, A. K., Madison, G., Mosing, M. A. & Ullén, F. (2015). Predictors of continued playing or singing-from childhood and adolescence to adult years. Acta Paediatrica, 104(3), 274–284.

Vickhoff m.fl. (2013): Music structure determines heart rate variability of singers. Frontiers in Psychology 4/Article 334

Waage, H. (2023). Musified togetherness: Co-singing in families living with dementia. University of Agder. https://hdl.handle.net/11250/3111231

Øvrig international sangforskning 

Denne samling af litteratur oplister nordisk sangforskning inden for sang og skole samt sangens gavnlige virkninger. Listen er blevet til under udarbejdelsen af et nordisk memorandum for sang i skolen i et nordisk samarbejde. I dette arbejde var det nødvendigt at adskille nordisk og øvrig international sangforskning. Se derfor også listen ovenfor: Nordisk sangforskning. Listerne er på ingen måde udtømmende.

Anvari, S. H., Trainor, L. J., Woodside, J. & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130.

Camlin, D. A., Daffern, H. & Zeserson, K. (2020). Group singing as a resource for the development of a healthy public: A study of adult group singing. Humanities and Social Sciences Communications, 7, 60, 1–15. DOI:10.1057/s41599-020-00549-0

Davies, J., Bentham, S. & Duah, F. (2023). The impact of group singing on children’s subjective well-being: Mixed methods research. Children & Society. DOI:10.1111/chso.12727

Daykin N. et al. (2018). What works for wellbeing? A systematic review of wellbeing outcomes for music and singing in adults. Perspectives in Public Health, 138(1), 39-46. https://doi.org/10.1177/1757913917740391

Daykin, N., Mansfield, L., Meads, C., Gray, K., Golding, A., Tomlinson, A. & Victor, C. (2021). The role of social capital in participatory arts for wellbeing: Findings from a qualitative systematic review. Arts & Health, 13(2), 134–157. DOI:10.1080/17533015.2020.1802605

Fancourt, D. & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review (Health Evidence Network Synthesis Report No. 67). WHO Regional Office for Europe. https://www.who.int/europe/publications/i/item/9789289054553

Good, A., Peets, K. F., Choma, B. L. & Russo, F. A. (2022). Singing foreign songs promotes shared common humanity in elementary school children. Journal of Applied Social Psychology, 52, 1158–1171. DOI:10.1111/jasp.12917

Guhn, M., Emerson, S. D. & Gouzouasis, P. (2020). A population-level analysis of associations between school music participation and academic achievement. Journal of Educational Psychology, 112(2).

Hammonds, W. (2023). Culture and Democracy: The Evidence. How citizens’ participation in cultural activities enhances civic engagement, democracy and social cohesion: Lessons from international research. European Commission, Directorate-General for Education, Youth, Sport and Culture/ECORYS. Luxembourg: Publications Office of the European Union. DOI:10.2766/39199

Kirschner, S. & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354-364. https://doi.org/10.1016/j.evolhumbehav.2010.04.004

Pearce, E., Launay, J., & Dunbar, R. I. (2015). The ice-breaker effect: singing mediates fast social bonding. Royal Society Open Science, 2(10), 150221. https://doi.org/10.1098/rsos.150221

Pearce, E., Launay, J., MacCarron, P., & Dunbar, R. I. (2017). Tuning in to others: Exploring relational and collective bonding in singing and non-singing groups over time. Psychology of Music, 45(4), 496-512. DOI:10.1177/0305735616667543

Rabinowitch, T.-C., Cross, I., & Burnard, P. (2013). Long-term musical group interaction has a positive influence on empathy in children. Psychology of Music, 41(4), 484-498. https://doi.org/10.1177/0305735612440609

Sonke, J., Pesata, V., Colverson, A., Morgan-Daniel, J., Rodriguez, A. K., Carroll, G. D., Burch, S., Abraham, A., Akram, S., Marjani, S., Belden, C. & Karim, H. (2025). Relationships between arts participation, social cohesion, and well-being: An integrative review of evidence. Frontiers in Public Health, 13, 1589693. DOI:10.3389/fpubh.2025.1589693

Welch, G. F. (2005). Singing as communication. In D. Miell, R. MacDonald, & D. J. Hargreaves (Eds.), Musical communication (pp. 240–259). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198529361.003.0011

Welch, G. F. et al. (2009). Researching the second year of the National Singing Programme in England: An ongoing impact evaluation of children’s singing behaviors and singer identity. London: iMerc.

Welch, G. F. & Preti, C. (2018). Singing as inter- and intra-personal communication. In G. F. Welch, D. M. Howard & J. Nix (eds.), The Oxford Handbook of Singing. Oxford: Oxford University Press.

Zbranca, R. (2022). CultureForHealth Report: Culture’s Contribution to Health and Well-being. A Report on Evidence and Policy Recommendations for Europe. CultureForHealth. Culture Action Europe.