Dalcroze Eurhythmics session at Halifax Choral Conducting Institute

Caron first encountered Dalcroze Eurhythmics at age 22 and has dedicated her research agenda to embodied pedagogies in choral and conducting practice for the past twenty years. Her current interdisciplinary research study investigates the incidence of musculoskeletal pain and discomfort associated with conducting activities in K-12 and collegiate conductors.

She regularly presents at conferences, including papers/posters at the Oxford Conducting Institute International Conducting Studies Conference, Motor Speech Conference, International Conference of Dalcroze Studies, Symposium for Research in Choral Singing (ACDA), Voice Foundation Symposium, National Association for Music Education Eastern Division, and American Choral Directors Association Eastern Division.

Peer-reviewed Journal Articles

Daley, C., Rusiewicz, H. L., Schreiber, J. & Grabowski, J (2022). The impact of manual mimicry gestures on the learning of sung German phonemes. International Journal for Research in Choral Singing.

Daley, C. (2022). Diverse embodiments: How COVID-19 expanded choral practice. Choral Journal 62(6), 6–13.

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. & Rusiewicz H. L. (2021). Manual mimicry in the teaching and learning of phonemes for singing. Journal of Singing 77(4), 521–532.

Daley, C. (2018). Reimagining conductor score study through the principles of Émile Jaques-Dalcroze’s eurhythmics. Choral Journal 58(8), 18–26.

Other Publications

Daley, C. (2022). Operationalizing your diversity goals through repertoire selection. Choral Journal 62(7), 39–40.

Daley, C. (2020). Generating gestures: Using Dalcroze Eurhythmics to prepare to conduct. In B. Winnie (Ed.), The Choral Conductor’s Companion, 55–56. Chicago: Meredith Music Publications.

Daley, C. (2020). Finding kinesthesia: Introducing movement-based learning in the voice studio and choral rehearsal. The Voice Foundation Newsletter 25(1), 11–13.

Daley, C. (2017). Structuring choral warm-ups for chorister success, part II: Developing musicianship skills. Pennsylvania Music Educators Association News 81(3), 46–47.

Daley, C. (2016). Structuring choral warm-ups for chorister success, part I: Developing the choral instrument. Pennsylvania Music Educators Association News 81(2), 34–35.

Daley, C. (2016). Embodied sound: A resource reference guide on the use of movement in choral conducting and rehearsing. Research Memorandum Series of Chorus America, 209, 1–7.

Daley, C. (2014). I am the song: Teaching choral skills-internalization through embodied pedagogy – part 2. Anacrusis 32(3), 13–14.

Daley, C. (2014). I am the song: Teaching choral skills-internalization through embodied pedagogy – part 1. Anacrusis 32(2), 30–32.

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), 46–47 (invited).

Daley, C. (2008). Dalcroze Eurhythmics for conductors: Applications for score study, gesture, rehearsal and performance. Being Music 2(2), 1–4.