Papers

Papers

  • 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.
  • Russell, D. (2006). Establishing a biomechanical basis for injury preventive piano pedagogy. Revue de recherche en education musicale, 24, 105 – 117.
  • 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.
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