Papers

 

• Comeau, G., Koravand, A., & Rourke, R. (2020). Music learning for hearing impaired and deaf children: Capabilities and effects. Canadian Audiologist, 7(5), 5p.

 

• Slade, T., Comeau, G., & Russell, D. (2020). Measurable changes in piano performance of scales and arpeggios following a Body Mapping workshop. Journal of New Music Research, 49(4), 362-372.

 

• MacAfee, E., & Comeau, G. (2020). The impact of the four sources of efficacy on adolescent musicians within a self-modeling intervention. Contributions to Music Education, 45, 205-236.

 

• Comeau, G., Beacon, J., Dempsey, E., Swirp, M., Balaa, F., Russell, D., & Chen, K-C. J. (2020). From music to medicine, Part II: Differences in practice behaviours between expert musicians and non-musicians when learning a basic surgical skill. Music & Medicine, 12(1), 19-36.

 

• Comeau, G., Chen, K-C. J., Swirp, M., Russell, D., Chen, YX., Gawad, N., … & Balaa, F. (2020). From music to medicine, Part I: Are pianists at an advantage when learning surgical skills? Music & Medicine, 12(1), 6-18.

 

• Comeau, G., Lu, YY., & Swirp, M. (2019). On-site and distance piano teaching: An analysis of verbal and physical behaviours in a teacher, student and parent. The Journal of Music, Technology, and Education, 12(1), 49-77.

 

• Comeau, G., Huta, V., Lu, YY., & Swirp, M. (2019). The Motivation for Learning Music (MLM) questionnaire: Assessing children’s and adolescents’ autonomous motivation for learning a musical instrument. Motivation and Emotion, 43(5), 705-718.

 

• Dempsey, E., & Comeau, G. (2019). Music performance anxiety and self-efficacy in young musicians: Effects of gender and age. Music Performance Research, 9, 60-79.

 

• Comeau, G., Koravand, A., & Swirp, M. (2018). Prevalence of hearing loss among university music students. Canadian Acoustics / Acoustique canadienne, 46(1), 37-50.

 

• Comeau, G., Lu, YY., Swirp, M., & Mielke, S. (2018). Measuring the musical skills of a prodigy: A case study. Intelligence, 66, 84-97.

 

• Gerelus, K., Comeau, G., & Swirp, M. (2017). Predictors of piano student dropouts. Intersections, 37(2), 27-42.

 

• Comeau, G., Koravand, A., & Markovic, S. (2017). Response of hearing-impaired children to piano lessons: Engagement and enjoyment of music. The Canadian Music Educator, 58(4), 12-18.

 

• Beacon, J., Comeau, G., Payeur, P., & Russell, D. (2017). Assessing the suitability of Kinect for measuring the impact of a week-long Feldenkrais Method workshop on pianists’ posture and movement. Journal of Music, Technology, and Education, 10(1), 51-72.

 

• Mielke, S., & Comeau, G. (2017). Developing a literature-based glossary and taxonomy for the study of mental practice in music performance. Musicae Scientiae, 16p.

 

• Dempsey, E., & Comeau, G. (2017). How professional pianists experience music performance anxiety. Piano Pedagogy Forum, 18(1), 17p.

 

• Woronchak, M., & Comeau, G. (2016). The value of reflective journaling with advanced piano students. Reflective Practice: International and Multidisciplinary Perspectives, 17(6), 792-805.

 

• Comeau, G., & Huta, V. (2015). Addressing common parental concerns about factors that could influence piano students’ autonomous motivation, diligence and performance. Intersections, 35(1), 27-52.

 

• Comeau, G. (2015). Les nouvelles technologies: des outils prometteurs pour la recherche en pédagogie musicale.Orphée Apprenti, Les Cahiers du GRiAM, 5, 16-24.

 

• Parkes, E., & Comeau, G. (2015). The Inuit keyboarding project: A cross-cultural distance teaching experience. Journal of Technology in Music Learning, 5(2), 26-45.

 

• Mielke, S., & Comeau, G. (2015). Away from the piano: Literature review of the role of mental practice.Canadian Federation of Music Teachers’ Associations.

 

• Comeau, G., Huta, V., & Liu, YF. (2015). Work ethic, motivation and parental influences in Chinese and North American children learning to play the pianoInternational Journal of Music Education, 33(2), 181-194.

 

• Comeau, G. (2014). Colorful illustrations in piano method books: A pilot project investigating eye focus. Music Teachers National Association e-Journal, 2-26.

 

• Wheatley-Brown, M., Comeau, G., & Russell, D. (2013). The role and management of tension in pedagogical approaches to piano technique. Arts Biomechanics, 2(1), 1-17.

 

• Emond, B., & Comeau, G. (2013). Cognitive modelling of early music reading skill acquisition for piano: A comparison of the Middle-C and intervallic methods. Cognitive Systems Research, 24, 26-34.

 

• Nassrallah, F., Comeau, G., Russell, D., & Cossette, I. (2013). Coordination between breathing and different movement markers during pianists’ performance tasks. Perceptual & Motor Skills, 116(1), 1-20.

 

• Comeau, G. (2012). Playing by ear in the Suzuki Method: Supporting evidence and concerns in the context of piano playing. The Canadian Music Teacher, 62(3), 42.

 

• Comeau, G. (2012). Suzuki’s mother-tongue approach: Concerns about the natural learning process. The Canadian Music Teacher, 63(1), 59.

 

• Ahken, S., Comeau, G., Hébert, S., & Balasubramaniam, R. (2012). Observable eye-movement patterns during the processing of linguistic and musical syntactic incongruities. Psychomusicology: Music, Mind & Brain, 22(1), 18-25.

 

• Comeau, G. (2010). L'apprentissage de la lecture musicale. Revue de Recherche en éducation musicale, 28, 83-104.

 

• Comeau, G. (2007). Le rôle de la recherche multidisciplinaire dans la pédagogie pianistique. Pianiste du XXe siècle: critique, pédagogie, interprétation, 33, 143-162.

 

• Comeau, G. (2006). Le laboratoire de recherche en pédagogie du piano. Acte du colloque des Journées francophones de recherche en éducation musicale - octobre 2006. Revue de recherche en éducation musicale, 24, 177-187.

 

• Comeau, G. (2006). Recherche scientifique et pédagogie du piano. Recherche en éducation musicale, 24, 1-11.

 

• Desrochers, A., Comeau, G., Jardaneh, N., & Green-Demers, I. (2006). L’élaboration d’une échelle pour mesurer la motivation chez les jeunes élèves en piano. Recherche en éducation musicale, 24, 13-33.

 

• Herry, C. L., Frize, M., Goubran, R. A., & Comeau, G. (2006). Étude thermographique de pianistes lors d’une séance de travail: évolution de la température superficielle des muscles et première interprétations. Recherche en éducation musicale, 24, 89-104.

 

• Payeur, P., Côté, M., & Comeau, G. (2006). Les technologies de l’imagerie au service de l’analyse du mouvement en pédagogie du piano. Recherche en éducation musicale, 24, 61-87.

 

• Shirmohammadi, S., Comeau, G., & Khanafar, A. (2006). MIDIator: A tool for analysis of musical performance. Recherche en éducation musicale, 24, 35-48.

 

• Emond, B., Barfurth, M., Comeau, G., & Brooks, M. (2006). Technologies d’annotation vidéo et leurs applications à la pédagogie du piano. Recherche en éducation musicale, 24, 49-60.

 

• Comeau, G. (2004). La composition musicale à l’école: de l’expression de soi à la compétence disciplinaire. McGill Journal of Education / Revue de l’éducation de McGill, 39(1), 15-28.

 

• Comeau, G. (2002). La méthode Suzuki et l’approche de langue première. Canadian University Music Review / Revue de la musique des universités canadiennes, 22(2), 113-126.