Sing Me In – Resources

Publications about the benefits of collective singing

General research sources

The European Choral Association – Europa Cantat has already collected a number of research documents on the benefits of collective singing and is planning to collect further research in the coming years. -> search for “Research” Professor Graham F. Welch Professor Graham F. Welch from the Institute of Education at the University of London summarised the benefits of collective singing for children in five categories (Welch, G.F. (2015). “Singing behaviour and development across the lifespan”. Invited keynote presentation, Berlin, 20th March, 2015. EU ‘Singing Cities’ Project):

General methods to sing with young people

The Voces8 Method

The VOCES8 Method is an innovative new system which enhances neurological development, helping to deliver improved academic results. Based on research by the Institute of Education, it contains group activities based on rhythm and melody which are designed to develop key learning skills and improve students’ academic learning processes for all subjects. • Suitable for small groups or whole-school participation. • Requires no musical expertise or expensive equipment. • Supported by free online training videos. • Backed up by CPD training sessions led by members of VOCES8. • An interactive app enables students to explore the activities for themselves. Published by Editions Peters, approx. 40€, Available in English, German and French

Tools for the work with groups which do not have a common language:

Vocabulary list for helpers in refugee / List of music words in different languages Picture dictionaries Further helpful tools can be “picture-dictionaries”. There is one published by Langenscheid (called “OhneWörterBuch”) originally for Germans traveling abroad – in 2015 they sold these dictionaries very cheaply to anybody working with refugees in order to facilitate communication with them.  There is also an English version published by graf editions called “point itLiterature / Websites / online tools about intercultural differences In Germany the association “Gemeinsam leben & lernen in Europa” has developed short intercultural guidelines for volunteers working with refugees (intercultural issues – page 59 and following): Other useful Websites and books : The Culture Map by Erin Meyer:

STAMP webinar

The European Choral Association – Europa Cantat produced a Webinar about Intercultural Cooperation and Networking in the frame of another Erasmus+ funded project called STAMP – Shared Training Activities for Music Professionals ( The webinar includes a 5-minute film showing a number of issues that can go wrong in intercultural cooperation. You can download the webinar and the film on – > Webinar 12.

Where to find funding

An example from Germany for information on funding available for work with refugees -> This is a document in German and should just serve as example, Another example:

rope –


 Other useful publications and Websites

Voices of Culture Reports about intercultural issues and inclusion issues: Report: The European Choral Association – Europa Cantat was a member of the Voices of Culture group on Social Inclusion, also contributing with the results of the Sing Me In project. You will be able to read the report of this group at the end of 2018 here:

Music on Troubled Soils

publication of the European Music Council ( who organised a conference under this title in Israel and published the following documentation:

Musicians without Borders

Musicians without Borders is an association  using the power of music for peace-building, connecting people, empowering musicians as social activists, and training local youth as change-makers. The aim is to allow participants the time to develop skills and talents, process grief and loss, and build bridges of reconciliation in societies divided by recent or ongoing conflict. They have developed a manual that can be useful:


Music and Resilience Suport (MARS) (a project coordinated by the International Music Council and co-funded by the EU Erasmus+ programme) responds to an urgent and ever increasing need to develop efficient and cost-effective strategies in support of deprived, marginalized communities in diaspora due to military/political/social conflict, both within Europe and farther afield. The project has developed a full training course in psychosocial music intervention, for community musicians, music therapists and health and education workers. This will contribute to the development of a specialized workforce trained in psychosocial intervention, as a protection against multiple risk factors emerging in under-resourced and marginalized communities, where chronic high- or low-level stress affects emotional, cognitive and social functioning, in particular in children and adolescents, undermining the community’s capacity to care for itself internally and to respond to the external environment with adaptation and flexibility. The Project results can be very useful to the readers of this handbook.

  • Needs analysis: represents the obligatory first step in the development of a specialized training which aims to respond as closely as possible to the needs of the context it will serve. The design of the training course depends a clear concept of exactly what a community musician or music therapist needs to know and be able to do, in order to plan and implement psycho-social interventions within the target communities to the best possible effect.
  • Specialization profile, developed on the basis of the Needs Analysis Report, provides information about the required skills of the the community musician/music therapist relative to the specific work context of deprived and marginalized communities. The work profile is described in terms of the emergent objectives, strategies and tactics of psychosocial music interventions aimed at protecting these communities against defined risk factors. Specific knowledge and skills supporting theoretical, methodological and practical competences are listed.
  • Mars Staff Training Guidelines is a supporting document for the project partnership’s teaching staff. The Guidelines promote the project ethos, aim to establish a unified pedagogic approach, and provide a platform for the MARS staff to assimilate current research and theory, together with contextual needs and resources in psychosocial music intervention.
  • MARS training course 1.0 a complete training course online. Free access.

General statistics and information on migration

Facts and figures about migrants and integration in Germany, Austria and Finland: (From the EU-funded project “”em:Power”-  Engaged migrants: Pathways overcoming Worries, Exclusion and Racism””) Book published by people working with refugEllen Klandt / Doro Paß-Weingartz: Wir machen das! – Leben mit Flüchtlingen, ISBN 978-3-929386-69-1. In the chapter Sommerscule” the authors are sharing a number of helpful conclusions and tips for improvement after a summer school for refugees. German database of projects about music and integration:

Project “Get Close to Opera”

Online training and practical guides to organise social and integration activities in the Opera field. Results available as of end 2018. Mor information:

Free online course for providing support to refugee children Website with a free online course for providing support to refugee children (available in English, German and Dutch):

Other projects funded by Erasmus+, dealing with refugees

There are a number of other projects funded by Erasmus+ through the German Youth in Action agency at the same time as Sing Me In was funded. Even though these projects are not dealing with singing or music, they can also serve as inspiration. The German Erasmus+ Agency is itself partner in a project dealing with refugees: Becoming a Part of Europe – On the following page the agency presents 6 “examples of good practice” (including Sing Me In) -> here Other projects Geflüchtete Integrieren einheimische Jugendliche / Vor Rechtspopulismus schützen -> more information Talk with me -> more information Further examples -> here There are also a number of projects about avoiding radicalisation of non-migrants, which could be interesting to point to, since this may be a problem encountered both in mixed choirs and in school environments, check for example the full list of strategic partnerships funded by the German Erasmus+ Agency. Unfortunately there is not much information available about the projects themselves, . Further information can probably found on (Erasmus+ Database of project results.

 Music projects funded by the European Union Creative Europe Programme

After a special call on integration of migrants and refugees Shared History – Exploring through artists’ eyes how countries respond to refugees – and why countries differ – Orpheus XXI – Music for Life and Dignity, bringing a notel resource to integrating refugees in Europe – sharing music from distinct cultural heritage – The sound routes. Notes for getting closer – Music as a bridge between peoples and cultures – Re-build Refuge Europe – Reversing the telescope: Seeing refugees not as threats but as contributors to Europe –