Articles
Comeau, G., Lu, YY., Swirp, M., et Mielke, S. (2018). Measuring the musical skills of a prodigy: A case study. Intelligence, 66, 84-97.
Comeau, G., Koravand, A., et 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., et 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., et Comeau, G. (2017). Developing a literature-based glossary and taxonomy for the study of mental practice in music performance. Musicae Scientiae, 16p.
Dempsey, E., et Comeau, G. (2017). How professional pianists experience music performance anxiety. Piano Pedagogy Forum, 18(1), 17p.
Woronchak, M., et Comeau, G. (2016). The value of reflective journaling with advanced piano students. Reflective Practice: International and Multidisciplinary Perspectives, 17(6), 792-805.
Comeau, G., et 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., et 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., et 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., et 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., et Russell, D. (2013). The role and management of tension in pedagogical approaches to piano technique. Arts Biomechanics, 2(1), 1-17.
Emond, B., et 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., et 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., et 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., et 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., et 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., et 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., et Khanafar, A. (2006). MIDIator: A tool for analysis of musical performance. Recherche en éducation musicale, 24, 35-48.
Emond, B., Barfurth, M., Comeau, G., et 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.