López-Íñiguez, G. (2022, Spring TBD). Diverse Methodological Paths to Music Research. Keynote at the Post-ip, post-in-progress – International Postgraduate Forum on Studies in Music and Dance, organised by the Aveiro University Center of the Institute of Ethnomusicology – Center for Music Studies and Dance (INET-md), Aveiro (Portugal).

López-Íñiguez, G. (2020, December 3). Higher Music Education: Current Needs and  Research interests. Opening Keynote at the 7th National and 5th International Conference on Superior Conservatoires of Music “CONSMU” (virtual conference), organised by the Spanish Society for Music Education. Superior Conservatoire of Malaga (Spain).

López-Íñiguez, G. (2019, March 28). Artistic Performance Research Studies In Higher Music Education. Opening Keynote at the International Symposium “What is the Art in Music?, organised by The Alliance for Higher Education (Lehren). Radialsystem V, Berlin (Germany).

López-Íñiguez, G. (2017, November 15). Instrumental Music Learning: Perspectives from the Learning Sciences. Closing Keynote at the ResearchWorks Series, Guildhall School of Music and Drama, Rehearsal Room 1, Milton Court, London (UK).


López-Íñiguez, G. (2021, November 20). Instrumental Music Education: Learner-Centered Innovations. Invited talk, Kubbo Company (Spain).

López-Íñiguez, G. (2021, October 26). Autoethnography as a Research Method in Music Psychology. Invited talk, Madrid Complutense University’s 1s International Seminar on Research in Music Psychology (Spain).

López-Íñiguez, G. (2021, May 17). The Right to a Childhood for Musically Gifted Children: Academic Acceleration in Higher Arts Education. Invited talk, University of the Arts Helsinki’s CERADA and Open Campus (Finland).

López-Íñiguez, G. (2021, March 24). Ethical Considerations in Autoethnographic Research. Guest lecture, University of the Arts Helsinki’s Joint Doctoral Studies (Finland).

López-Íñiguez, G. (2020, February 28). When Playing Great Is Not Enough: Developing Learner Identities In (Under)Graduate Classical Musicians. Guest lecture, Sibelius Academy’s Researcher Lecture Series (Finland).

López-Íñiguez, G. (2019, September 18). Towards A Learner Identity In Music, Guest lecture, DocMus Series on Musical Performance Studies, SibA (Finland).

López-Íñiguez, G. (2019, June 11). Engaging Music Students In Professional Life: Highlights Of An Employability Intervention. Invited talk, Future of Work Institute, Curtin University, Perth (Australia).

López-Íñiguez, G. (2019, March 12). Presenting My Research Project On Musician’s Learning Identity, Invited talk, Doctoral Seminar, Royal Northern College of Music, Manchester (UK).

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 talk, 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). 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].

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. (2014-2021). Several guest lectures on topics related to the educational psychology of music, Sibelius Academy, Helsinki (Finland).


Panel (refereed): “Education, Pedagogies and the Psyche”, with the presentation “Adapting to Covid-19 as a Pedagogy of Interruption in Higher Music Education”. The Psychology of Global Crises: State Surveillance, Solidarity and Everyday Life (international virtual conference), May 27 2020. The American University of Paris (France).

Panel (invited): “Think Big – The Internationalization and Professional Career Coaching of Researchers”, with Professor Tanja Johansson, Doctoral Candidate Sanna Kivijärvi, and Deputy head/Helsinki EU Office Saara Harjula. SibA Research Days, March 18 2019. Helsinki (Finland).


López-Íñiguez, G., & Westerlund, H. (2021, December). Finnish composers’ pathways and livelihoods in a changing professional ecosystem. Paper presented at the 1st International Music Livelihoods Symposium. Brisbane (Australia).

López-Íñiguez, G., & Coutts, L. (2020, July). Embracing a learner identity: An Autoethnographic duet exploring disruptive critical incidents in instrumental music pedagogy. Paper presented at the 23rd Commission on the Education of the Professional Musician (CEPROM). Oulu (Finland).

López-Íñiguez, G., & Bennett, D. (2019, July). Engaging Music Students in the Professional Life: The Role of Learning Identity. Paper presented at the 7th International Symposium on Performance Science (ISPS). Melbourne (Australia).

López-Íñiguez, G., & McPherson, G. (2019, July). Intra-individual Change and Variability in Intentional Self-Regulation: A Concert Cellist Optimizing Performance. Paper presented at the 7th International Symposium on Performance Science (ISPS). Melbourne (Australia).

López-Íñiguez, G. (2019, April). On the Transformative Power of Autoethnography as Self-Pedagogy in Higher Music Education: A Cellist’s Journey to Learner Identity Formation. Paper presented at the 11th International Research in Music Education Conference (RIME). Bath Spa (UK).

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 Orthodoxy. Paper presented at the Perspectives on Historically Informed Practices in Music Conference. Oxford (UK).

López-Íñiguez, G. (2018, September). Learning Identity vs. Classical Music Performance Orthodoxy.A Cellist’s Autoethnography of Embodied Cognition and Self-Regulation. Paper presented at the 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 presented 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 presented at the Thirteenth International Congress of Qualitative Inquiry (ICQI), 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 presented at the Thirteenth International Congress of Qualitative Inquiry (ICQI), 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 presented 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 (ECQI). 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 (ISME). 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 (UK).

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 (UK).

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 (UK).

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 Conference on Music Research and Education (CEIMUS). 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 (ISPS). 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 (ISPS). 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 (UK).

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 (ISPS), 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).