Contact Information

Biography

Caron Daley is Director of Choral Activities, Associate Professor of Music, and Area Coordinator for Ensembles at the Mary Pappert School of Music at Duquesne University. Under her direction, the Duquesne Choirs have performed across the Northeast and Canada, including invited performances at the 2019 National Collegiate Choral Organization Conference and 2023 National Association for Music Education Eastern Division Conference, and frequent collaborations with the Pittsburgh Symphony Orchestra. 

A certified Dalcroze Eurhythmics teacher, Caron researches embodiment in choral singing and conducting, and is published in Canadian Music Educator, Teaching Music through Performance in Choir Vol. 4 and Vol. 5, Choral Journal, Journal of Singing, The Choral Scholar, and the International Journal of Research in Choral Singing. Her current interdisciplinary research investigates musculoskeletal injury prevention and intervention in conductors. 

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 National Chair for College and University Choirs with the American Choral Directors Association, Past-President of the American Choral Directors Association of Pennsylvania, and Board Member with the National Collegiate Choral Organization. 

A native of Halifax, Nova Scotia, Caron has held past conducting appointments with the National Youth Choir of Canada, University of Toronto, Toronto Mendelssohn Choir, Salem Academy and College, and St. Michael’s Choir School. From 2012–2020, Caron led the Halifax Choral Conducting Institute, which inaugurated a Women’s Conducting Intensive in 2019.

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

School

Associated Programs

  • Daley, C. (forthcoming). Choral music by women composers (contributing author). GIA Publications.
  • Daley, C., Rusiewicz, H. L., Schreiber, J. & Grabowski, J (forthcoming). 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. (2022). Operationalizing your diversity goals through repertoire selection. Choral Journal 62(7), 39-40.
  • 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., 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. (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 25(1), 11-13.
  • Daley, C. (2019). Teacher resource guide: Cantate Domino (Ruth Watson Henderson). In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5), 409-414. Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: Miniwanka (R. Murray Schafer). In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5), 178-183. Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: God will give orders/Sweet Child (Sarah Quartel). In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5), 637-641. Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: Lover's chant (Matthew Emery). In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5), 375-380. Chicago: GIA Publications.
  • Daley, C. (2019). Teacher resource guide: V'la l'bon vent (Allison Girvant). In H. Apfelstadt (Ed.), Teaching music through performance in choir (Vol. 5), 648-653. 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. (2017). Teacher resource guide: Psalm 100 (René Clausen). In J-M. Scheibe (Ed.) Teaching music through performance in choir (Vol. 4), 338-343. Chicago: GIA Publications.
  • Daley, C. (2017). Teacher resource guide: Ah! si mon moine voulait danser (Trad., arr. Donald Patriquin). In J-M. Scheibe (Ed.) Teaching music through performance in choir (Vol. 4), 531-536. Chicago: GIA Publications.
  • Daley, C. (2017). Teacher resource guide: Rise up, my love, my fair one (Healey Willan). In J-M. Scheibe (Ed.) Teaching music through performance in choir (Vol. 4), 629-633. Chicago: GIA Publications.
  • 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. Journal of the American Choral Foundation - Research Memorandum Series 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.
  • Daley, C. (2008). Dalcroze Eurhythmics for conductors: Applications for score study, gesture, rehearsal and performance. Being Music 2(2), 1-4.