Publications

REFEREED EDITED BOOKS (in English)

Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Torrado, J. A. (Eds.) (2022). Learning and teaching in the music studio. A student-centred approach. Springer. Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

REFEREED EDITED BOOKS (in Spanish)

Pozo, J. I., Pérez-Echeverría, M. P., Torrado, J. A., & López-Íñiguez, G. (Eds.) (2020). Aprender y enseñar música. Un enfoque centrado en los alumnos. Morata.

REFEREED PUBLICATIONS (thematically sorted articles and chapters)

On gifted education in music

López-Íñiguez, G., & Westerlund, H. (in press). The politics of care in the education of children gifted for music: A systems view. In K. S. Hendricks (Ed.), Oxford handbook of care in music education. Oxford University Press.

López-Íñiguez, G., & McPherson, G. E. (forthcoming). Caring approaches to young, gifted music learners’ education: A systematic PRISMA review.

On musicians’ professional education

López-Íñiguez, G., Burland, K., & Bennett, D. (2022). Understanding the musical identity and career thinking of postgraduate classical music performance students [Special issue on Identity and Music]. Musicæ Scientiæ, 26(4), 746–760.

López-Íñiguez, G., & Burnard, P. (2022). Towards a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute? Research Studies in Music Education, 44(1), 127–157.

Kanno, M., López-Íñiguez, G., & Westerlund, H. (2022). Composers’ reflections on the relevance of artistic doctoral education in Finland: From self-development towards knowledge exchange and knowledge creation. Trio journal, 11(1-2), 39–60.

Westerlund, H., & López-Íñiguez, G. (2022). Professional education towards protean careers in music: Bigenerational Finnish composers’ pathways and livelihoods in a changing professional ecosystem. Advanced Online Publication. Research Studies in Music Education.

López-Íñiguez, G., & Bennett, D. (2021). Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education. International Journal of Music Education, 39(2), 134–150.

López-Íñiguez, G., & Bennett, D. (2020). A lifespan perspective on multi-professional musicians: Does music education prepare classical musicians for their careers? Music Education Research, 22(1), 1–14.

López-Íñiguez, G., & Bennett, D. (2022). Transformative impacts in the existing curriculum: A study of developing learner agency and broadening career horizons. In Mitchell, A. (Ed.), proceedings of the 24thInternational Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), online seminar: The Legacy and Lessons of Professor ‘Dumbledean’  In memory of Professor Glen Carruthers (pp. 5–21). Australia: Southern Cross University. ISBN 978-1-922303-12-7.

On the impact of COVID-19 in the music industry

López-Íñiguez, G., McPherson, G. E., & Zarza Alzugaray, F. J. (2022). Effects of threat and motivation on classical musicians’ professional performance practice during the COVID-19 pandemic. Frontiers in Psychology, 13, 834666.

López-Íñiguez, G., McPherson, G. E., Zarza Alzugaray, F. J., & Angel-Alvarado, R. (2022). Effects of passion, experience, and cultural politics on classical musicians’ practice during the COVID-19 pandemic. Frontiers in Psychology, 13, 888678.

Pozo, J. I., Pérez-Echeverría, M. P., Casas-Mas, A., López-Íñiguez, G., Cabellos, B., Méndes, E., Torrado, J. A., & Baño, L. (2022). Teaching and learning musical instruments through ICT: The impact of the COVID-19 pandemic lockdown. Heliyon, 8, e08761.

On self-regulation, self-determination, and performance optimisation

Utermohl de Queiroz, D., López-Íñiguez, G., & Foletto, C. (forthcoming). “Teacher asks, teacher answers”: Investigating if and how instrumental music teachers instruct and support self-regulated learning in online lessons.

López-Íñiguez, G., & McPherson, G. E. (2021). Regulation of emotions to optimise classical music performance: A single-case quasi-experimental study of a cellist-researcher. Frontiers in Psychology, 12, 627601.

López-Íñiguez, G., & McPherson, G. E. (2020). Applying self-regulated learning and self-determination theory to optimize the performance of a concert cellist. Frontiers in Psychology, 11, 385.

López-Íñiguez, G. (2019). Epiphonies of motivation and emotion throughout the life of a cellist. [Special issue on applications of Arts-Based Educational Research (ABER), Arts-Based Research (ABR), and Creative Analytical Practices (CAP)]. Action, Criticism, and Theory for Music Education, 18(2), 157–189.

Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2019). Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment. Musicæ Scientiæ, 24(3),  442–464.

On pre-service voice/instrument pedagogy teacher education

Casas-Mas, A., & López-Íñiguez, G. (2022). Instrumentalist teacher training: Fostering the change towards student-centered practices in the 21st Century. In J. I. Pozo, M. P. Pérez-Echeverría, G. López-Íñiguez, and J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 345–367). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

López-Íñiguez, G., & Coutts, L. (2020). Embracing a learner identity: An Autoethnographic duet exploring disruptive critical incidents in instrumental music pedagogy. In H. Partti & L. Coutts (Eds.), proceedings of the 23rdInternational Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), online seminar: Ethics and inclusion in the education of professional musicians (pp. 143–163). National Library of Australia Cataloguing-in-Publication.

On constructivist pedagogies in music schools (in English)

López-Íñiguez, G., Pérez-Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (2022). Student-centred music education: principles for improving learning and teaching. In J. I. Pozo, M. P. Pérez-Echeverría, G. López-Íñiguez, and J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 369–385). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

López-Íñiguez, G., & Pozo, J. I. (2022). The impact of teaching conceptions and practices in early level musical instrument learning. In J. I. Pozo, M. P. Pérez-Echeverría, G. López-Íñiguez, and J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 211–228). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

López-Íñiguez, G., Pozo, J. I., & Pérez-Echeverría, M. P. (2022). Learning and teaching music in the 21st century. In J. I. Pozo, M. P. Pérez-Echeverría, G. López-Íñiguez, and J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 3–20). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Casas-Mas, A. (2022). SAPEA. A system for the analysis of music teaching and learning practices. In J. I. Pozo, M. P. Pérez-Echeverría, G. López-Íñiguez, and J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 141–178). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

Gaunt, H., López-Íñiguez, G., & Creech, A. (2021). Musical engagement in one-to-one contexts. In A. Creech, D. Hodges & S. Hallam (Eds.), Routledge international handbook of music psychology in education and the community (pp. 335–350). Routledge.

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). Kelps.

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.

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.

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), 311–328.

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.

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). European Association of Conservatoires (AEC).

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). European Association of Conservatoires (AEC).

On constructivist pedagogies in music schools (in Spanish)

López-Íñiguez, G., Pérez-Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (2020). La educación musical centrada en el alumno: principios para mejorar el aprendizaje y la enseñanza. En J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 411–425). Morata.

López-Íñiguez, G., & Pozo, J. I. (2020). Influencia de las concepciones y prácticas docentes en el aprendizaje inicial de instrumentos musicales. En J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 237–254). Morata.

López-Íñiguez, G., Pozo, J. I., & Pérez-Echeverría, M. P. (2020). El aprendizaje y la enseñanza de la música en el Siglo XXI. En J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 29–41). Morata.

Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Casas-Mas, A. (2020). SAPEA: Un sistema para el análisis de las prácticas de enseñanza y aprendizaje de la música. En J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 163–202). Morata.

On music & identity

Angel-Alvarado, R., Casas-Mas, A., López-Íñiguez, G., & Johnson, L. (2023). Patterns of variation in sociomusical identity of school-goers in a condition of social vulnerability and musical gaps in their education. Music Education Research, 25(1), 74–87.

Angel-Alvarado, R., López-Íñiguez, G., Quiroga-Fuentes, I., & Gárate-González, B. (2022). Mapping the cultural elements that support and inhibit music teachers’ sociomusical identities in Chile [Special issue on Identity and Music]. Musicæ Scientiæ, 26(4), 761–776.

Burland, K., Bennett, D., & López-Íñiguez, G. (2022). Validation of the Musical Identity Measure (MIM): Exploring musical identity as a variable across multiple types of musicians [Special issue on Identity and Music]. Musicæ Scientiæ, 26(4), 704–728.

On musicians’ well-being

Jääskeläinen, T., & López-Íñiguez, G. (2022). Tools for teachers to support music students in managing and coping with their workload in higher education [Special issue on Pedagogic Innovation and Student Learning in Higher Education: Perceptions, Practices and Challenges]. Frontiers in Education, 7, 895090.

Jääskeläinen, T., López-Íñiguez, G., & Lehikoinen, K. (2022). Experienced workload, stress, and coping among professional students in higher music education: An explanatory mixed methods study in Finland and the United Kingdom. Psychology of Music, 50(6), 1853–1876.

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2022). Music students’ experienced workload in higher education: A systematic review and recommendations for good practice. Registered in PROSPERO (CRD42020140497). Advance Online Publication. Musicæ Scientiæ.

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2020). Music students’ experienced workload, livelihoods and stress in higher education in Finland and the United Kingdom [Special issue on Music and Livelihoods]. Music Education Research, 22(5), 505–526.

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 J. Domenech, M.C. Vincent-Vela, E. de la Poza & D. Blázquez (Eds.), Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17) (pp. 775–783). Universitat Politècnica de València. doi:10.4995/HEAd17.2017.54 Indexed in the Conference Proceedings Citation Index of the Web of Science.

SPECIAL ISSUE OF A JOURNAL

López-Íñiguez, G. (Ed.) (forthcoming, 2023). Special Issue: Emerging Perspectives on Instrumental and Vocal Pedagogy. Finnish Journal of Music Education.

Burland, K., Bennett, D., & López-Íñiguez, G. (Eds.) (2022). Special Issue on Identity and Music. Musicae Scientiae, 26(4).

McPherson, G. E., Casanova, O. Zarza-Azulgaray, F. J., López-Íñiguez, G.,  & Herrero, L. (Eds.) (2022). Special Issue on Cognition and Music Performance. Frontiers in Psychology. Lausanne: Frontiers Media SA.

RESEARCH REPORTS

REACT – Rethinking Music Performance in European Higher Education Institutions. (2021). Artistic career in music: Stakeholders requirement report. UA Editora.

López-Íñiguez, G. (2017). Promoting constructivist instrumental music education as a mechanism for pedagogical equality. Toolkit for instrumental music teachers in Finland. ArtsEqual Research Initiative, University of the Arts Helsinki. (Green paper). [English] [Suomeksi] 

PUBLICATIONS FOR THE GENERAL PUBLIC

Kanno, M., López-Íñiguez, G., & Westerlund, H. (2023, March 10). Is the pursuit of personal artistic growth enough to justify doctoral studies in music? Uniarts Helsinki’s Puheenvuoroja taiteesta ja yhteiskunnasta blog.

López-Íñiguez, G. (2022, November 20). The pro­fes­sion­al­iza­tion of gifted chil­dren in the per­form­ing in­dus­try: Who cares? Uniarts Helsinki’s Art Makes a Difference blog.

López-Íñiguez, G. (2016). Driving myself crazy or how I got into Autoethnography. Kone Foundation’s At the Well blog. [English] [Suomeksi] 

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.

NON REFEREED ARTICLES/CHAPTERS & OTHER SCHOLARLY OUTPUT

López-Íñiguez, G., Westerlund, H., & Kanno, M. (forthcoming, 2023). Composing as a passionate playground for (almost) everything? Future directions for professional education and employment in a changing world. Kompositio-lehti.

Burland, K., Bennett, D., & López-Íñiguez, G. (2022). Editorial: Identity and Music. Musicæ Scientiæ, 26(4), 701–703.

Herrero, L., López-Íñiguez, G., Casanova, O. Zarza-Azulgaray, F. J., & McPherson, G. E. (2022). Editorial: Cognition and Music Performance. Frontiers in Psychology, 13, 923452.

Serrano Pastor, R. M.; Aróstegui Plaza, J. L., & López-Íñiguez, G. (2022). Editorial. Revista Internacional de Educación Musical, 10(1), 3–4.

Aróstegui Plaza, J. L., López-Íñiguez, G., & Serrano Pastor, R. M. (2021). Editorial. Revista Internacional de Educación Musical, 9(1), 1–2.

López-Íñiguez, G. (2020). “It takes a village to raise a child”: Exploring evocative autoethnography through my 1990s democratic music education paradise. In T. Laes & L. Hautsalo (Eds.), Remarks on a visionary’s journey: An anthology celebrating Heidi Westerlund (pp. 156–165). Sibelius Academy Publications.

López-Íñiguez, G. (2020). Report from the symposium ‘Transforming musicianship: Understanding C19th historical style and its implications for learning’, Sibelius Academy, Helsinki, 12th of November 2018.Trio, 18(1-2), 111–116.

López-Íñiguez, G. (2019). Musings on notations for cello in Beethoven’s Kafka Miscellany. The Beethoven Journal, 34(1), 22–27.

López-Íñiguez, G. (2019). Felix Mendelssohn: Piano and Cello Works. Liner notes to the CD. Recording company: Alba Records. Performers: Guadalupe López Íñiguez, Cello & Olga Andryushchenko, Érard piano. ABCD 434.

López-Íñiguez, G. (2018). Domenico Gabrielli & Alessandro Scarlatti: Complete Cello Works. Liner notes to the CD. Recording company: Alba Records. Performers: Guadalupe López Íñiguez, Baroque Cello & Basso Continuo Group. ABCD 412.

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

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.

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.

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 Education, 16(1), 96–99.

DISSERTATION & THESIS

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 [Elementary level cello students’ conceptions of music teaching and learning]. Unpublished Master Thesis. Programme: History and Sciences of Music. Faculty of Philosophy and Literature, Universidad Autónoma de Madrid, Spain.