Source: https://piano.uottawa.ca/publications_fr/oral-communications_fr/
Timestamp: 2019-04-20 20:28:12+00:00

Document:
103.	Parkes, E., et Comeau, G. (2017). The Inuit Keyboard Project: A step towards equity in music education. The North American Community: Uniting for Equity Conference, Four Points Sheraton Hotel & Conference Centre, Gatineau.
102.	Martel-Lamothe, P., Koravand, A., Comeau, G., Markovic, S., et Trainor, L. (2017). L’effet de l’entrainement musical sur les réponses auditives corticales et la perception musicale chez les enfants avec fonction auditive normale et anormale. Faculty of Health Science/Audiology and speech Pathology Program: Student Poster Day, University of Ottawa.
101.	Chen, K-C., Comeau, G., Swirp, S., Beacon, J., Lu, YY., Malkin, I., et Balaa, F. (2017). Does proficiency in piano performance translate into benefits when learning procedural suturing? Meridith Marks Medical Education Day 2017, Ottawa Event and Conference Centre, Ottawa.
100.	Koravand, A., Comeau, G., et Trainor, L. (2017). Musical training enhances cortical auditory evoked potentials in children with hearing loss. Neuroscience and Music VI: Music, Sound and Health, Boston, USA.
99.	Beacon, J., et Comeau, G. (2017). Examining the impact of Feldenkrais functional integration lessons on pianists’ posture and movement patterns. The 2017 PAMA International Symposium, Snowmass, Colorado, USA.
98.	Odon, S., Comeau, G., et Deval, D. (2017). Canada’s Dalcroze pioneers: Pathways from past to future. International Conference of Dalcroze Studies, Université Laval, Quebec City, QC.
97.	King, K., Comeau, G., et Huta, V. (2017). The Trooper and the Terminator: Comparing predictors and motivation between continuing and dropout piano students. The 2017 MTNA national conference, Baltimore, Maryland.
96. Koravand, A., Riel, A., Martel-Lamothe, P., Markovic, S., Comeau, G., et Trainor, L. (2016). Auditory cortical development through musical training in children with hearing loss. The 33rd World Congress of Audiology: Bring the World of Audiology Together, British Columbia, BC.
95. King, K., Comeau, G., et Huta, V. (2016). Parting Ways with Piano Lessons: motivation, supporting factors, and reputed reasons behind piano student drop outs. Canadian University Music Society Annual Conference (MusCan) 2016, University of Calgary, Calgary, AB.
94. King, K., Comeau, G., et Huta, V. (2016). Deciphering dropouts: The causes of quitting and strategies for effective retention. Annual Alberta Piano Teachers’ Association Conference (Sep. 23-24). Red Deer, AB.
93. King, K., Comeau, G., et Huta, V. (2016). Parting ways with piano lessons: Motivation, supporting factors, and reputed reasons behind piano student drop outs. The 6th International Conference on Self-Determination Theory, Victoria, BC.
92. Dempsey, E., Comeau, G., et Huta, V. (2016). Music performance anxiety in young musicians: effects of perfectionism, self-efficacy, and gender. GSAED conference, University of Ottawa, Ottawa, ON.
91. Woronchak, M., et Comeau, G. (2016). Reflective journaling: Preparing undergraduate piano students for professions in Music. GSAED conference, University of Ottawa, Ottawa, ON.
90. Wong, G., Comeau, G., et Russell, D. (2016). The immediate effects of somatic approach workshops on physical and musical aspects of pianists’ performance. 2016 PAMA international Symposium, New York, USA.
89. Brandon, A., et Comeau, G. (2016). The scientific method (book): Experimental research in Jazz guitar pedagogy and fretboard facility. International guitar research centre conference 2016, March, University of Surrey, UK.
88. Markovic, S., et Comeau, G. (2015). Teaching piano to pediatric cochlear implant recipients (CIs): Implications and effects. Tenth anniversary symposium of the international laboratory for brain, music and sound research, Université de Montréal, Montreal, QC.
87. Koravand, A., Riel, A., Martel-Lamothe, P., Comeau, G., et Trainor, L. (2015). The effects of piano training on cortical auditory evoked responses in children with hearing loss. The 18th Annual Conference of Canadian Academy of Audiology. Niagara Falls, ON.
86. Koravand, A., Riel, A., Martel-Lamothe, P., Comeau, G., et Trainor, L. (2015). Could musical training affect the cortical auditory evoked responses in children with hearing loss? Tenth anniversary symposium of the International Laboratory for Brain, Music, and Sound Research. Montreal, QC.
85. Picard-Deland, C., Vuvan, D., Swirp, M., Chen, Y., Comeau, G., et Peretz, I. (2015). The musical prodigy: Putting the definition to the test. Tenth anniversary symposium of the international laboratory for Brain, Music, and Sound Research, Université de Montréal, Montreal, QC.
84. Markovic, S., et Comeau, G. (2015). Teaching piano to pediatric cochlear implant recipients (PCIRs): Implications and effects. Canadian University Music Society Annual Conference (MusCan) 2015, University of Ottawa, Ottawa, ON.
83. Beacon, J., et Comeau, G. (2015). Measuring the impact of Feldenkrais functional integration on playing postures of pianists using 2D movement tracking software. Canadian University Music Society Annual Conference (MusCan) 2015, University of Ottawa, Ottawa, ON.
82. Markovic, S., et Comeau, G. (2015). Teaching piano to pediatric cochlear implant recipients (PCIRs): Implications and effects. 23rd annual conference: VOICE of the Future, University of Guelph, Guelph, ON.
81. Comeau, G. (2015). Does practice make perfect? The role of genetics and practice. Musicians: Born or made? Symposium – Round table, Université de Montréal, Montreal, QC.
80. Comeau, G., et Peretz, I. (2015). The musical prodigy: Putting the definition to the test. Musicians: Born or made? Symposium, Université de Montréal, Montreal, QC.
79. Mongrain, C., Comeau, G., Lu, Y. Y., et Swirp, M. (2015). Apprentissage de la lecture musicale: codification de l’environnement visual/Learning Music Reading: Codification of the Visual Environment. 2015 UROP Symposium, Université d’Ottawa, Ottawa, ON.
78. Markovic, S., et Comeau, G. (2015). Teaching piano to pediatric cochlear implant recipients (PCIRs): Implications and effects. 2015 McGill Music Graduate Symposium, McGill University, Montreal, QC.
77. Markovic, S., et Comeau, G. (2015). Teaching piano to pediatric cochlear implant recipients (PCIRs): Implications and effects. 2015 University of Ottawa Graduate Music Student Association Colloquium, University of Ottawa, Ottawa, ON.
76. Markovic, S., et Comeau, G. (2015). Teaching piano to pediatric cochlear implant recipients (PCIRs): Implications and effects. Pacific Northwest (PNW) Graduate Music Conference 2015, University of British Columbia, Vancouver, BC.
75.	Koravand, A., Martel-Lamothe, P., Avoli, E., Comeau, G., et Trainor, L. (2015). The effects of musical training on cortical auditory evoked potentials in children with hearing aids and cochlear implant. Proceedings of the 14th Iranian Congress of Audiology. Tehran, Iran, 5.
74.	Koravand, A., Martel-Lamonth, P., Avoli, E., et Comeau, G. (2014). The effects of musical training on cortical auditory evoked responses in children with and without hearing loss. Proceeding of the 17th Annual Conference of Canadian Academy of Audiology. Whistler, British Columbia, Canada, 23.
73. Wong, G., et Comeau, G. (2014). The immediate effects of somatic approaches on the body usage and musical quality of pianists. Soundscapes 2014, London Hilton, London, ON.
72. Tolio, R., Comeau, G., Koravand, A., Deroche, M., Hutchins, S., et Peretz, I. (2014). Pure tone and pitch perception of children with normal hearing, impaired hearing, and cochlear implant. Science without Borders Symposium, University of Ottawa, Ottawa, ON.
71. Nascimento, G., Beacon, J., Payeur, P., Comeau, G., Tolio, R., D’Aoust, V., Charpentier, M. A., et Cretu, A. M. (2014). A human gesture evaluation tool for somatic training and piano performance. Science without Borders Symposium, University of Ottawa, Ottawa, ON.
70. Canabarro, N.T., Comeau, G., et Peretz, I. (2014). A blind evaluation of prodigies and professional performances. Science without Borders Symposium, University of Ottawa, Ottawa, ON.
69. Martel-Lamothe, P., Koravand, A., et Comeau, G. (2014). La réponse corticale d’enfants utilisateurs d’implants cochléaires et normo-entendants suite à présentation de stimuli auditifs, enregistrée par EEG. Affiche présentée à Biomedical and Biopharmaceutical Science Programs, Université d’Ottawa, Ottawa, ON.
68. Beacon, J., et Comeau, G. (2014). New directions in assessing outcomes of somatic training for musicians: an argument for measuring posture. University of Ottawa Graduate Music Research Colloquium, University of Ottawa, Ottawa, ON.
67. Wong, G., et Comeau, G. (2014). The effects of somatic approaches on the physiology and tone quality of pianists. Canadian University Music Society Annual Conference (MusCan) 2014, Brock University, St. Catharines, ON.
66. 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. Institute of Cognitive Science (ICS), Carleton University, Ottawa. ON.
65. Elias, C., Comeau, G., et Liu, Y. (2013). Effect of pictures in piano method books. Science without Borders Symposium, University of Ottawa, Ottawa, ON.
64. Rocha, M., et Comeau, G. (2013). Asian Ascendance at International Piano Competitions. Science without Borders Symposium, University of Ottawa, Ottawa, ON.
63. Sundell, K., et Comeau, G. (2013). Comparing comprehensive musicianship education in piano method books. CFMTA 2013 Halifax – Music Inspires, Halifax, NS.
62. Sundell, K., et Comeau, G. (2013). Comprehensive musicianship education: How well are piano method books doing? 2013 MTNA National Conference, Anaheim, California.
61. Liu, Y., et Comeau, G. (2012). The use of eye-tracking technology to measure young piano students’ eye movement during sight reading pieces from method books. Québec Conference 2012, Québec, QC.
60. Liu, Y., et Comeau, G. (2012). The effect of notational complexity on advanced piano students’ perceptual span and performance quality during sight reading. Québec Conference 2012, Québec, QC.
59. Russell, D., McDill, M., et Comeau, G. (2012). A Biomechanical Investigation of Warm-Up Procedures for Musicians. Carleton University, Ottawa, ON.
58. Sundell, K., et Comeau, G. (2012). Comprehensive musicianship and beginner piano method books: A content analysis. Québec Conference 2012, Québec, QC.
57. Sundell, K. et Comeau, G. (2011). Comprehensive musicianship and beginner piano method books: A content analysis. National Conference on Keyboard Pedagogy, Chicago, IL.
56. Liu, Y., et Comeau, G. (2010). Perceptual span in music sight reading: Effects of notational complexity. ISME 29th World Conference, Beijing, China.
55. Liu, Y., et Comeau, G. (2010). Piano students’ motivation: A cross-cultural comparison between North American and the People’s Republic of China. ISME 29th World Conference, Beijing, China.
53. Comeau, G., Liu, Y., Nassrallah, F., et Parkes, E. (2010). Piano Pedagogy Research Laboratory: Year 5. Twentieth Annual International Music Technology Conference and Workshop.
Presentation conducted via video conferencing for Indiana University-Perdue University at Indianapolis.
52. Ahmadi, N., Russell, D., McDill, M., et Comeau, G. (2010). Warm-up in a music practice session: An interdisciplinary examination of the issues. Health Issues: Music Pedagogy and Playing-Related Injuries, D. Russell (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
50. Emond, B., et Comeau, G. (2010). Cognitive modeling of early music-reading skill acquisition for piano. Music Reading: Its Difficulties in the Context of Music Learning, S. Hébert (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
49. Jardaneh, N., et Comeau, G. (2010). Exploring young piano students’ perceptions of effective practice strategies. Motivation II: Private Studio Settings, Interpersonal Relationships, Retention Variables, S. O’Neil (Chair), 2010 International Conference on Multisiciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
48. Jardaneh, N., et Comeau, G. (2010). Playing from memory: Research and practice. Memorization: Learning Strategies, Practical Approaches, R. Chaffin (Chair), 2010 International Conference on Mulitidisciplinary in Music Pedagogy, University of Ottawa, Ottawa, ON.
47. Liu, Y., Huta, V., Smith, J., et Comeau, G. (2010). A comparison between the motivational level of private piano students in North America and the People’s Republic of China. Motivation: Measuring and Understanding Motivation and Music Learning, S. O’Neil (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
46. Liu, Y., et Comeau, G. (2010). Perceptual span in music sight reading: Effects of notational complexity. Music Reading: Its Difficulties in the Context of Music Learning, S. Hébert (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
45. Parkes, E., et Comeau, G. (2010). Developing techniques for teaching piano via videoconference. Technology: Electronic Technology and Its Transformative Role in Music Teaching and Learning, F. Rees (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
44. Nassrallah, F., et Comeau, G. (2010). Breathing pattern changes observed while pianists performed technical exercises and repertoire pieces. Performance Gesture II: Motor Control, Sound Quality, D. Blondin (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
42. Sundell, K., et Comeau, G. (2010). Comprehensive musicianship and beginner method piano book: A detailed analysis. Educational Materials, J. Snow (Chair), 2010 International Conference on Multidisciplinary Research in Music Pedagogy, University of Ottawa, Ottawa, ON.
41. Comeau, G. (2009). Le développement d’un outil de mesure de la lecture musicale. Association francophone pour le savoir – ACFAS, Ottawa, ON.
40. Liu, Y., et Comeau, G. (2009). University music major students’ perceptual span in piano sight reading: The effect of notational complexity. McGill Music Graduate Symposium, Montréal, QC.
38. Comeau, G., Mathieu, L., et Rektor, V. (2009). L’impact de différents types d’activités de pratique sur l’interprétation musicale. Association francophone pour le savoir – ACFAS, Ottawa, ON.
36. Comeau, G. (2009). Piano method books and the introduction of musical notation: Surveying the field and using eye-tracking technology to examine some aspects of presentation. Canadian University Music Society, Ottawa, ON.
35. Nassrallah, F., et Comeau, G. (2009). Breathing patterns of novice, advanced and professional pianists while executing four performing tasks. Canadian University Music Society, Ottawa, ON.
34. Nassrallah, F., et Comeau, G. (2009). The relationship between the breathing patterns of pianists and their physical movements while executing various performing tasks. McGill Music Graduate Symposium, Montréal, QC.
33. Ahken, S., et Comeau, G. (2009). L’intégration de la syntaxe linguistique et musicale dans le cerveau: une étude du comportement observable des yeux. Journées francophones de recherche en éducation musicale, Ottawa, ON.
32. Lemay, C., et Comeau, G. (2009). L’évaluation et la mesure de l’habileté en lecture musicale chez les élèves de piano: une comparaison de systèmes d’évaluation. Journées francophones de recherche en éducation musicale, Ottawa, ON.
31. Liu, Y., et Comeau, G. (2009). Le champ de vision perceptuel dans la lecture musicale à première vue: les effets de la complexité de la notation. Journées francophones de recherche en éducation musicale, Ottawa, ON.
30. Liu, Y., et Comeau, G. (2009). L’utilisation de la technique d’enregistrement oculométrique pour mesurer l’effet des illustrations sur la lecture à vue dans les méthodes de pianos. Journées francophones de recherche en éducation musicale, Ottawa, ON.
26. Comeau, G. (2008). “Relaxation” and “Stiffness” in piano playing: Educational metaphors or scientific reality. University of Ottawa, Ottawa, ON.
25. Comeau, G. (2008). “Warming up” in piano playing: What does it really mean? University of Ottawa, Ottawa, ON.
24. Comeau, G., et Dalaire, M. (2007). Ethnographic research design: Piano lessons and VC technology. Canadian University Music Society, Montréal, QC.
21. Bériault, S., Côté, M., Payeur, P., et Comeau, G. (2007). Multi-camera computer vision for human gesture monitoring and prevention of injuries. OCRI Research Event, University of Ottawa, Ottawa, ON.
18. Jardaneh, N., et Comeau, G. (2007). Motivation: The challenge of young piano students. Canadian University Music Society, Montréal, QC.
16. Jardaneh, N., et Comeau, G. (2006). The development of a scale to measure the degree of motivation for young piano students. Graduate Students Symposium, Ottawa, ON.
15. Brook, J., et Comeau, G. (2006). Video reference database. Graduate Students Symposium, Ottawa, ON.
14. Dalaire, M., et Comeau, G. (2006). Étude ethnographique de cours de piano transatlantique par vidéoconférence. Journées francophones de recherche en éducation musicale, Université Laval, Québec, QC.
13. Jardaneh, N., et Comeau, G. (2006). Use of audio visual communication and piano teaching. Finnish TEKES delegation at CRC, Ottawa, ON.
12. Brook, J., et Comeau, G. (2006). Video reference database. Finnish TEKES delegation at CRC, Ottawa, ON.
11. Jardaneh, N., et Comeau, G. (2006). The development of a scale to measure young piano students’ degree of motivation. Don Wright Faculty of Music’s Graduate Student Symposium, University of Western Ontario, London, ON.
10. Gorodnichy, D.O., Yogeswaran, A., et Comeau, G. (2006). C-MIDI stands for MIDI that “sees” the notes. Video recognition of pianist hands and fingers, School of Information Technology and Engineering. 4th Toronto-Montreal Computer Vision Workshop, University of Ottawa, Ottawa, ON.
9. Comeau, G. (2005). Recherche en éducation musicale. Dir., Université Laval, Québec, Actes de colloque tenu lors de l’inauguration du Laboratoire de recherche en pédagogie du piano.
8. Comeau, G. et al. (2005). Challenging 300 years of piano teaching practices with 21st century technology: New teaching and research tools. Canadian University Music Society, London, ON.
7. Desjardins, A., et Comeau, G. (2005). Developing a theoretical framework for the critical analysis of beginner piano methods. Don Wright Faculty of Music’s Graduate Student Symposium of Music, University of Western Ontario, London, ON.
6. Comeau, G. et al. (2004). Challenging 300 years of piano teaching practices with 21st century technology – Piano playing-related health problems. Conference of the Canadian Medical and Biological Engineering Society, Québec, QC.
5. Comeau, G., Brooks, M., et Spence, J. (2004). Video and broadband videoconference in professional development. The International Consortium for Educational Development (ICED), Ottawa, ON.
3. Comeau, G. (2002). Le laboratoire de recherche en pédagogie du piano. Revue de recherche en éducation musicale, Acte du colloque des Journées francophones de recherche en éducation musicale, Université Laval, Québec, QC.
2. Comeau, G. (1995). Critique et pertinence de différentes définitions rattachées à la créativité. Conférence de l’ACFAS, Montréal, QC.
1. Comeau, G. (1995). Comment les tendances actuelles en éducation risquent de compromettre le développement de la créativité. Conférence de l’ACFAS, Montréal, QC.

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