Academia

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PEER REVIEWED ARTICLES & BOOK CHAPTERS

✥ López-Íñiguez, G., & Pozo, J. I. (2018). Microanalysis of constructivist instrumental music instruction that fosters metacognition and self-regulation: A case study on teacher-student dialogical interaction. Submitted. 

✥ López-Íñiguez, G. (2018). Little did I know: ‘Epiphonies’ of motivation and emotion throughout the life of a cellist. Submitted.

López-Íñiguez, G. (2018). Musings on Kafka’s Miscellany fragments for Beethoven’s fortepiano and violoncello variations on the theme ‘Là ci darem la mano’ from Mozart’s Don Giovanni. Submitted.

✥ López-Íñiguez, G. (2018). Beethoven and Mendelssohn in the cellist’s flesh: Using autoethnography as self-pedagogy for embodying musical awareness and learner identity. Submitted.

Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2018). Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment. Advanced online publication. Musicae Scientiae. doi:10.1177/1029864918759593 | JCR 2016 Psy. Ed.: 1.408, Q3 | SJR 2016 Music: 0.491, Q1 | Julkaisufoorumi: 2

✥ López-Íñiguez, G. (2017). Teaching instrumental music students constructively and fairly: Theoretical overview and practical guidelines. In E. Lopes (Ed.), Research themes for the learning of musical instruments (pp. 104-120). Goiânia, Brazil: Kelps. ISBN 978-85-400-2146-4

✥ López-Íñiguez, G., & Pozo, J. I. (2016). Analysis of constructive practice in instrumental music education: Case study with an expert cello teacher. Teaching and Teacher Education, 60, 97-107. doi:1016/j.tate.2016.08.002  Check video here! | JCR 2016 Ed.: 2.183, Q1 | SJR 2016 Ed.: 1.59, Q1 | Julkaisufoorumi: 2

López-Íñiguez, G., & Pozo, J. I. (2014). Like teacher, like student? Conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments. Cognition and Instruction, 32(3), 219-252. doi:10.1080/07370008.2014.918132 | JCR 2014 Psy.: 2.00, Q2 | SJR 2014 Psy. Ed.: 2.277, Q1 Julkaisufoorumi: 2

López-Íñiguez, G., & Pozo, J. I. (2014). The influence of teachers’ conceptions on their students’ learning: Children’s understanding of sheet music. British Journal of Educational Psychology, 84(2), 311-328doi:10.1111/bjep.12026 | JCR 2014 Psy.: 2.00, Q2 SJR 2014 Psy. Ed.: 1.661, Q1 | Julkaisufoorumi: 1

✥ López-Íñiguez, G., Pozo, J. I., & de Dios, M. J. (2014). The older, the wiser? Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation. Psychology of Music, 42(2), 157-176. doi:10.1177/0305735612463772 JCR 2014 Psy.: 2.173, Q1 SJR 2014 Music: 0.794, Q1 | Julkaisufoorumi: 3


OTHER SCHOLARLY OUTPUT

✥ López-Íñiguez, G. (2018). A performance practice approach to Beethoven’s early works for pianoforte and violoncello. Submitted.

✥ López-Íñiguez, G. (2017). Constructivist self-regulated music learning. Finnish Journal of Music Education, 20(1). 134-138. | Julkaisufoorumi: 1

✥ López-Íñiguez, G. (2017). Promoting constructivist instrumental music education as a mechanism for pedagogical equality. Toolkit for instrumental music teachers in Finland. Helsinki: ArtsEqual Research Initiative, University of the Arts. (Green paper) doi:10.13140/RG.2.2.21656.08963 (Also available in Finnish: Työkalupakki soitonopettajille: Konstruktivistisen soitonopetuksen edistäminen pedagogisen tasa-arvoisuuden mekanismina.  doi:10.13140/RG.2.2.11593.03680).

Jääskeläinen, T., & López-Íñiguez, G. (2017). How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning. (Awarded as “Best Doctoral Student Paper”) In Domenech, J.; Vicent-Vela, M.C.; de la Poza, E.; Blazquez, D.: Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17). Valencia, Spain: Universitat Politècnica de València (pp. 775-783). doi:10.4995/HEAd17.2017.54 Indexed in the Conference Proceedings Citation Index of the Web of Science.

✥ López-Íñiguez, G. (2017). Report from ArtsEqual symposium ‘The World of Possibility in the Music Classroom: Constructivism and Embodiment as Student-Centered Approaches to Learning, University of the Arts Helsinki, 29th of September 2016. Finnish Journal of Music Education, 20(1), 108-109. | Julkaisufoorumi: 1

✥ López-Íñiguez, G. (2016). Is historically-informed performance practice exclusive of early music? Ostinato Nuottilehti, August volume, 30-32.

✥ López-Íñiguez, G. (2014). Ideas on how (and how much) to practice music: Do 10.000 hours make you a champion? Issue X, University of the Arts Helsinki 3, 45.

✥ López-Íñiguez, G. (2013). Report from the ‘5th Symposium on Instrumental and Vocal Pedagogy’, Sibelius Academy, 22nd and 23rd of February 2013. Finnish Journal of Music Education16(1), 96-99. | Julkaisufoorumi: 1

✥ López-Íñiguez, G. (2013). Impressions and experiences from the Fairy Queen process at the University of the Arts Helsinki. 13Art, 3, 15-16

✥ López-Íñiguez, G. & Pozo, J. I. (2011). From traditional to constructive practices in music education: Materials with which to study conceptual change in string teachers. In A. Williamon, D. Edwards, & L. Bartel (Eds.): Proceedings of the 3rd International Symposium on Performance Science (ISPS) in Toronto, Canada (pp. 381-386). Utrecht, The Netherlands: European Association of Conservatoires (AEC). ISBN 978-94-90306-02-1

✥ López, G., Pozo, J. I., & Bautista, A. (2009). What do children think of music teachers? Their conceptions about cello teaching and learning. In A. Williamon, S. Pretty, & R. Buck (Eds.): Proceedings of the 2nd International Symposium on Performance Science (ISPS) in Auckland, New Zealand (pp. 321-326). Utrecht, The Netherlands: European Association of Conservatoires (AEC). ISBN 978-94-90306-01-4


EDITORIAL WORK

✥ López-Íñiguez, G. & Casas-Mas, A. (Eds.). Ibero-American Handbook of Educational Psychology of Music. More info later.

✥ López-Íñiguez, G. (2016-2022). Revista Internacional de Educación Musical (published by ISME). Member of the Editorial Committee.


KEYNOTES, GUEST LECTURES & INVITED TALKS

✥ López-Íñiguez, G. (2018, June 7). Music Education Policy in Finland: Towards Pedagogical and Structural Equity & The Formative System of Music Professionals in Finland. Invited talks, Department of Education, University ‘Jaume I’, Castellón (Spain).

López-Íñiguez, G. (2018, March 20). Musician-Researcher, Reality or Myth? Different Profiles and Career Management. Lecture-workshop, Sibelius Academy Research Days, Black Box, Musiikkitalo, Helsinki (Finland).

López-Íñiguez, G. (2017, November 15). Instrumental Music Learning. Invited talk, ResearchWorks public series, Guildhall School of Music and Drama, Rehearsal Room 1, Milton Court, London (UK).

López-Íñiguez, G. (2017, November 15). The (Im)possibilities of Approaching the Performance of Classical-Romantic Works through Historically Informed Practice. Invited talk, Historical Performance Forum, Guildhall School of Music and Drama, Room 209, Silk Street, London (UK).

✥ López-Íñiguez, G. (2016, September 26). Research Metrics. Guest lecture, ArtsEqual Research Initiative’s Professors, Doctoral and Postdoctoral researchers, and Supernumerary students. University of the Arts Helsinki (Finland).

López-Íñiguez, G. (2016, August 24). Play It Again, Sam! Connections Between Constructivism and Equality in Instrumental Music Learning. [Guest video lecture for Arts Equal Research Initiative in Finland, 24 minutes]. doi:10.13140/RG.2.2.13150.33604

✥ López-Íñiguez, G. (2014, February). Conceptions and Instructional Practices of String Instrument Teachers: Influence on the Conceptions and Levels of Musical Comprehension of their Students. Guest lecture, MuTri Doctoral School of the Sibelius Academy, Helsinki (Finland).

✥ López-Íñiguez, G. (2014-2018). Several guest lectures on topics related to the educational psychology of music at the General Series of Lectures on Pedagogy of the Sibelius Academy, Helsinki (Finland).


RESEARCH PROJECTS

✥ (2018-2021) Finnish Academy, Finland (Principal Investigator). Transforming musicianship: Developing musicians’ learner identity through multidisciplinary pedagogy (Postdoctoral level – Sibelius Academy & CERADA-Uniarts). Reference 315378

✥ (2017-2019) Finnish Academy, Finland (Collaborator). The arts as public service: Strategic steps towards equality – Group ‘Basic Education for All’ (ArtsEqual Research Initiative, Director: Heidi Westerlund). Reference 293199

✥ (2016-2018) Kone Foundation, Finland (Principal Investigator). Autoethnography of a period cellist: Performance psychology and technical aesthetics in the variation works by Beethoven and Mendelssohn (Postdoctoral level – Sibelius Academy & CERADA-Uniarts).

✥ (2015-2017) I+D+i, Spanish Ministry of Economy and Competitiveness, Spain (Active Researcher). Conceptions and uses of external representations in teaching and learning (Madrid Autonomous University, Director: Juan Ignacio Pozo). EDU2013-47593-C2-1-P

✥ (2010-2013) I+D+i, Spanish Ministry of Science and Technology, Spain (Active Researcher). Learning of external representational systems and representational change in different knowledge domains (Madrid Autonomous University, Director: Juan Ignacio Pozo). EDU2010-21995-C02-01

✥ (2008-2012) UAM Training of University Professors, Spain (Principal Investigator). Conceptions and instructional practices of string instrument teachers: Influence on the conceptions and levels of musical comprehension of their students (Doctoral level – Madrid Autonomous University). FPU-UAM 2008-2012

✥ (2006-2010) I+D+i, Spanish Ministry of Science and Technology, Spain (Active Researcher). Instruction for representational change: From implicit theories to knowledge learning in different educational settings (Madrid Autonomous University, Director: Puy Pérez-Echeverría). SEJ2006-1115369-CO2-01


HONORS

✥ (6.6.2018) Extraordinary Doctorate Prize for the scientific merit of my doctoral dissertation defended in 2014, Faculty of Psychology, Madrid Autonomous University, Spain (music psychology) (equiv. Best PhD Thesis in Psychology for the academic years 2013 to 2016)

(31.1.2018) Honorary title of Adjunct Professor/Docent, Sibelius Academy, University of the Arts Helsinki, Finland (music education)

(20.1.2014) PhD distinctions Summa Cum Laude and International Mention, Faculty of Psychology, Madrid Autonomous University, Spain (music psychology)


CD LINER NOTES

✥ López-Íñiguez, G. (2017). Domenico Gabrielli & Alessandro Scarlatti: Complete Cello Works. Liner notes to the CD. Recording company: Alba Records. Performer: Guadalupe López Íñiguez, Baroque Cello & Basso Continuo Group. ABCD 412.

✥ López-Íñiguez, G. (2015). Johann Sebastian Bach: Sonatas and Partitas (BWV 1001-1006). Liner notes to the CD. Recording company: Linn Records. Performer: Markku Luolajan-Mikkola, Baroque Cello. CKD 548.


UNPUBLISHED MATERIAL

López-Íñiguez, G. (2014). Conceptions and instructional practices of string instrument teachers: Influence on the conceptions and levels of musical comprehension of their students. Unpublished PhD Dissertation. Doctorate Program in Development, Learning and Education. Faculty of Psychology, Universidad Autónoma de Madrid, Spain.

López-Íñiguez, G. (2008). Concepciones de alumnos de Grado Elemental de violonchelo sobre la enseñanza y el aprendizaje [Conceptions of elementary level students of cello about music teaching and learning]. Unpublished Master Thesis. Doctorate Program in History and Sciences of Music, Universidad Autónoma de Madrid, Spain.


CONFERENCE PAPER PRESENTATIONS

✥ López-Íñiguez, G. (2018, September). The Beethoven-Mendelssohn Project: Constructing Historically Informed Performance Musicians’ Learning Identities, or How Time’s Up on Nineteenth-Century Music OrthodoxyPaper accepted for Perspectives on Historically Informed Practices in Music Conference. Oxford (United Kingdom).

✥ López-Íñiguez, G. (2018, September). Learning Identity vs. Classical Music Performance Orthodoxy. A Cellist’s Autoethnography of Embodied Cognition and Self-Regulation. Paper accepted for the 3rd “Doctors in Performance” festival conference. Vilnius (Lithuania).

✥ López-Íñiguez, G. (2017, October). Propuesta de marco teórico para el análisis de la motivación del músico [A theoretical framework proposal for the study of musicians’ motivation]Paper presentation at the I Congreso Internacional de Psicología de la Música y la Interpretación Musical. Madrid (Spain).

✥ López-Íñiguez, G. (2017, May). Autoethnography of a classical cellist: The dualism of implicit motives and explicit goals throughout life. Paper presentation at the Thirteenth International Congress of Qualitative Inquiry, University of Illinois, Urbana- Champaign (USA). Selected as part of the Special interest Group.

✥ López-Íñiguez, G. (2017, May). Bridges to holistic musicianship: Combining historically informed practice and constructivist self-regulation in classical music performance. Paper presentation at the Thirteenth International Congress of Qualitative Inquiry, University of Illinois, Urbana- Champaign (USA). Selected as part of the Special interest Group.

✥ López-Íñiguez, G. (2017, April). Performative autoethnography of a cellist-researcher: The dualism of implicit and explicit motivation throughout life. Research-based performance presented at the Please Specify! International Conference on Artistic Research in Helsinki, by the Society for Artistic Research (Switzerland) and Uniarts (Finland).

✥ López-Íñiguez, G. (2017, April). Easier said than done in the music classroom? Fairness within the relations between constructivist beliefs and practices of a Finnish cello teacher and her student. Paper presentation at the V Symposium on the Paradigms of Teaching Musical Instruments in the 21st Century, Goiânia (Brazil).

✥ López-Íñiguez, G. (2017, February). On the road to historically-informed performance: Combining autoethnography and constructivist self-regulation in the learning of Beethoven’s and Mendelssohn’s cello works. Paper presented at the 1st European Congress of Qualitative Inquiry. KU University, Leuven (Belgium).

✥ López-Íñiguez, G. (2016, October). Back to the past: Constructively exploring the tensions between modern and historically informed practices in Beethoven’s WoO45 for fortepiano and cello. Concert-lecture and charing at the Conference ‘Arts Without Borders’: Perspectives on Collaboration and Interdisciplinarity in and through the Arts. University of the Arts Helsinki (Finland).

✥ López-Íñiguez, G. (2016, September): The world of possibility for music students: Constructivism and embodiment as student-centered approaches to learning. Rush presented at ArtsEqual Research Panel, Sonore Music Centre, Helsinki (Finland).

✥ López-Íñiguez, G. (2016, September). Autoethnography of a period cellist: Performance psychology and technical aesthetics in the variation works by Beethoven and Mendelssohn. Paper presented at the 2nd Festival Conference of Music Performance and Artistic Research ‘Doctors in Performance’, Royal Irish Academy of Music, Dublin (Ireland).

✥ López-Íñiguez, G. (2016, July). Ideas and teaching practices of string instruments teachers: Influence on the ideas and learning practices of their students. Paper presented at the 32nd World Conference of the International Society for Music Education. Glasgow, UK.

✥ López-Íñiguez, G. (2015, July). Teaching instrumental music constructively? Case study with a cello teacher in Helsinki. Paper presented at the 4th Multidisciplinary International Conference on Educational Research – CIMIE. Valencia, Spain.

✥ López-Íñiguez, G., Casas-Mas, A.,  Pozo, J. I., & Montero, I. (2014, October). Private singing and self-regulation in instrumental music learning.Conceptions and practices. Paper presented at the Annual Conference on Music Education. Neuwied-Engers, Germany.

Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2013, August). The self-regulatory function of private singing in instrumental music learning:  A multiple case study. Paper presented at the JURE Pre-conference of the 15th European Association for Research on Learning and Instruction (EARLI). Munich, Germany.

✥ López-Íñiguez, G., Casas-Mas, A., & Pozo, J. I. (2012, September). Singing as a self-regulatory device in playing string instruments: Are constructive learning activities related to singing? Paper presented at the SEMPRE 40th Anniversary Conference. London, United Kingdom.

✥ López-Íñiguez, G., Casas-Mas, A., & Pozo, J. I. (2012, September).  Extralinguistic tools as self-regulatory processes for constructive learning in playing string instruments. Poster presented at the SEMPRE 40th Anniversary Conference. London, United Kingdom.

✥ López-Íñiguez, G., & Pozo, J. I. (2012, September). Teachers’ and students’ roles in constructive practices: Who deals with what? Rush presented at the SEMPRE 40th Anniversary Conference. London, United Kingdom.

Casas-Mas, A., López-Íñiguez, G., & Pozo, J. I. (2012, February). ¿Cómo influyen las culturas de enseñanza y aprendizaje musical en la formación de instrumentistas de cuerda? [How do the music learning and teaching cultures influence the training of string instrumentalists?]. Paper presented at the 2nd CEIMUS Conference on Music Research and Education. Madrid, Spain.

✥ López, G., & Pozo, J. I. (2011, August). “Good music teachers should…”: Conceptions of conservatoire elementary level students with regard to teaching string instruments. Paper presented at the 3rd International Symposium on Performance Science. Toronto, Canada.

✥ López, G., & Pozo, J. I. (2011, August). From traditional to constructive practices in music education: Materials with which to study conceptual change in string teachers. Poster presented at the 3rd International Symposium on Performance Science. Toronto, Canada.

✥ López, G., & Pozo, J. I. (2010, September). How could I do to learn this piece..? Conceptions of cello beginner students about learning procedures. Paper presented at the 3rd International Conference of Students of Systematic Musicology. Cambridge, United Kingdom.

✥ López, G., Pozo, J. I., & Bautista, A. (2009, December). What do children think of music teachers? Their conceptions about cello teaching and learning. Paper presented at the 2nd International Symposium on Performance Science, Auckland, New Zealand.

✥ López, G., Pozo, J. I., & Bautista, A. (2009, May). Cello students’ conceptions of string instruments’ learning: A research study with children. Poster presented at PERFORMA-Encontros de Investigação em Performance. Aveiro, Portugal.

✥ López, G., Bautista, A., & Pozo, J. I. (2008, February). “Para aprender esta partitura, lo más importante es…” Concepciones infantiles sobre el aprendizaje de partituras: Un estudio exploratorio. [“To learn this piece, the most important is…” Children’s conceptions of learning musical scores: An exploratory study]. Paper presented at the Seminar “Actualización en Psicología del Arte y Experiencia Estética”. Madrid, Spain.


NOTE: For a detailed account of my other research activities, please message me via the contact form. These activities include research funding, leadership and supervision, memberships and positions of trust in scientific and scholarly societies, administrative responsibilities at higher education institutions and at research organizations, responsibilities in the higher education community, various referee tasks and dissertation opponent/committee member/pre-examiner, and poster presentations.