Caron’s research agenda explores the applications of embodied pedagogies to choral and conducting practice. Her current cross-disciplinary research studies investigate 1) the use of manual mimicry gestures in the teaching and learning of non-native speech sounds for singing, and 2) the incidence of muskuloskeletal injury in school/collegiate conductors and curricular models in injury prevention in tertiary conductor education. Her current writing projects examine embodiment in online choral settings.
Current Research Investigations
Daley, C. & Marchetti, G. (2020-2022) Musculoskeletal pain/discomfort in conductors: Functional limitations and use of personal and curricular prevention strategies.
Daley, C., Connaghan, K., Grabowski, J., Rusiewicz H. L., and Schreiber, J. (2018-2021) The impact of gestures on technical and artistic performance in higher education-based vocal training.
Refereed Journal Articles
Daley, C. & Rusiewicz H. L. (2021). Manual mimicry in the teaching and learning of phonemes for singing. Journal of Singing 77(4), 519–530.
Daley, C., Marchetti, G. & Ruane, M. (2020). Injury prevention for conductors: Risk factors, exercise interventions, and ergonomic and curricular recommendations. The Choral Scholar 58(3), 7–25.
Daley, C. (2018). Reimagining conductor score study through the principles of Émile Jaques-Dalcroze’s eurhythmics. Choral Journal 58(8), 18–26.
Works in Progress
Daley, C. & Rusiewicz, H. L.The impact of hand gestures on articulatory accuracy, vocal technique, and expressivity of select German phonemes.
Daley, C. Being apart, singing together: Embodiment in online choral spaces.
Daley, C. & Rusiewicz, H. L. (2020). Spatiotemporal hand-gesturing in the teaching and learning of non-native speech sounds in singing [abstract]. International Journal of Research in Choral Singing (8).
Daley, C. (2020). Finding kinesthesia: Introducing movement-based learning in the voice studio and choral rehearsal. Voice Foundation Newsletter 25(1), 11-13. Invited.
Daley, C. (2018). More than a playlist: Concert programming as curatorial practice. Anacrusis 36(3).
Daley, C. (2017). Slow conducting: Finding timelessness and pleasure in podium work. Anacrusis 36(1).
Daley, C. (2017). Structuring choral warm-ups for chorister success, part II: Developing musicianship skills. PMEA News 81(3), 46–7.
Daley, C. (2016). Structuring choral warm-ups for chorister success, part I: Developing the choral instrument. PMEA News 81(2), 34–5.
Daley, C. (2016). Embodied sound: A resource reference guide on the use of movement in choral conducting and rehearsing. Journal of the American Choral Foundation – Research Memorandum Series 209, 1–7. Invited.
Daley, C. (2016). Conducting in fours: Team-based podium leadership and the summer singers. Anacrusis 35(1), 32–3.
Daley, C. (2016). Maestra matters: Women’s leadership in choral music-making and community-building. Anacrusis 34(3), 38–40.
Daley, C. (2016). Expanding definitions: Parole officers and the new chorister perspective. Anacrusis 34(2), 42–3.
Daley, C. (2015). What advice would you give your 24-year-old self? Reflective practice on the podium. Anacrusis 33(3).
Daley, C. (2015). It’s lonely up here: Building supportive frameworks for conductor teaching and learning. Anacrusis 33(2).
Daley, C. (2014). Lifelong learning: Tuning in to conductor continuing education. Anacrusis 33(1).
Daley, C. (2014). I am the song: Teaching choral skills-internalization through embodied pedagogy – Part 2. Anacrusis 32(3).
Daley, C. (2014). I am the song: Teaching choral skills-internalization through embodied pedagogy – Part 1. Anacrusis 32(2).
Daley, C. (2012). A whole-body approach to choral teaching and learning: Dalcroze Eurhythmics in action in the choral context. Canadian Music Educator 52(4). Invited.
Daley, C. (2008). Dalcroze Eurhythmics for conductors: Applications for score study, gesture, rehearsal and performance. Being Music 2(2).