caron daley

Caron Daley

Assistant Professor; Director of Choral Activities; Conductor, Voices of Spirit and Pappert Chorale; Ensemble Area Coordinator
Mary Pappert School of Music
Choral Department

Room 206A
Phone: 412.396.1287
daleyc1@duq.edu

Education:

D.M.A., University of Toronto
M.M., The Ohio State University
M.A., The Ohio State University
A.D., Western University
B.Mus, Western University
A.R.C.T., Royal Conservatory of Canada
Biography

Caron Daley is Director of Choral Activities and Ensembles Coordinator at the Mary Pappert School of Music at Duquesne University in Pittsburgh, PA, where she conducts the Voices of Spirit and Pappert Chorale and teaches undergraduate and graduate conducting. Choirs under her direction have performed across the Northeast, including an invited performance at the 2019 National Collegiate Choral Organization Conference and performances with the Pittsburgh Symphony Orchestra in 2015 and upcoming in 2021. A native of Halifax, Nova Scotia, she has held past conducting appointments with the University of Toronto, Toronto Mendelssohn Choir, National Youth Choir of Canada, Salem Academy and College, and St. Michael's Choir School. She regularly guest-conducts festival choirs in Canada and the United States.

Caron is a certified Dalcroze Eurhythmics teacher and frequently lectures on the sound-gesture relationship in choral conducting. She is published in Anacrusis, Canadian Music Educator, Research Memorandum Series of Chorus America, Teaching Music through Performance in Choir Vol. 4 and Vol. 5, Choral Journal, and upcoming in Journal of Singing. Passionate about conductor education, Caron founded the Halifax Choral Conducting Institute (HCCI) in 2013, a summer training program that attracts conductors from across North America. In 2019, the HCCI inaugurated a Women's Conducting Intensive, the first of its kind in Canada. Her current cross-disciplinary research with Dr. Heather Leavy-Rusiewicz (Speech-Language Pathology) investigates the use of manual mimicry gestures (hand gestures that mimic the spatiotemporal configurations of the vocal apparatus) in the teaching and learning of non-native speech sounds for singing. She also collaborates with Dr. Greg Marchetti (Physical Therapy and Ergonomics) to explore injury prevention for conductors.

A third-generation music educator, Caron holds a D.M.A. (Choral Conducting) from the University of Toronto, an M.M. (Choral Conducting) and M.A. (Vocal Pedagogy) from The Ohio State University, an Artist Diploma (Voice) and B.M. (Music Education) from Western University, and an A.R.C.T (Voice) from the Royal Conservatory of Canada. She currently serves as President of the American Choral Directors Association of Pennsylvania.

Areas of Expertise:

  • Dalcroze Eurhythmics
  • Conducting Pedagogy
  • Teaching Women Conductors
  • Vocal Pedagogy
  • Injury Prevention
Publications
  • Daley, C. & Rusiewicz H. L. (in press). Manual mimicry in the teaching and learning of phonemes for singing. Journal of Singing.
  • Daley, C. & Rusiewicz, H. L. (in press). 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 24(2).
  • Daley, C. (2019). Teacher resource guide: Cantate Domino. In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5). Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: Miniwanka. In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5). Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: Snow angel. In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5). Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: Lover’s chant. In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5). Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: V’la l’bon vent. In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5). Chicago: GIA Publications.
  • Daley, C. (2018). Reimagining conductor score study through the principles of Émile Jaques-Dalcroze's eurhythmics. Choral Journal 58(8), 18-26.
  • 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). Teacher resource guide: Psalm 100. In J-M. Scheibe (Ed.) Teaching music through performance in choir (Vol. 4), 338–43. Chicago: GIA Publications.
  • Daley, C. (2017). Teacher resource guide: Ah! si mon moine voulait danser. In J-M. Scheibe (Ed.) Teaching music through performance in choir (Vol. 4), 531–6. Chicago: GIA Publications.
  • Daley, C. (2017). Teacher resource guide: Rise up, my love, my fair one. In J-M. Scheibe (Ed.) Teaching music through performance in choir (Vol. 4), 629–33. Chicago: GIA Publications.
  • 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.
  • Daley, C. (2016). Conducting in fours: Team-based podium leadership and the summer singers. Anacrusis 35(1).
  • Daley, C. (2016). Maestra matters: Women’s leadership in choral music-making and community-building.” Anacrusis 34(3).
  • 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).
  • Daley, C. (2008). Dalcroze Eurhythmics for conductors: Applications for score study, gesture, rehearsal and performance. Being Music 2(2).
Courses

MUEN 372 - Choral Conducting
GMPF 331/631 - Directed Studies in Choral Conducting
MUEN 143 - Voices of Spirit
MUEN 139 - Pappert Chorale
MUEN 141 - University Singers