Publications

REFEREED JOURNAL ARTICLES

Angel-Alvarado, R., López-Íñiguez, G., Quiroga-Fuentes, I., & Gárate-González, B. (in press). Mapping the mechanisms of support/inhibition of the sociomusical identity of music schoolteachers in Chile. Musicæ Scientiæ, 26(3)

Burland, K., Bennett, D., & López-Íñiguez, G. (in press). 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(3).

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

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(3)

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.

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.

Jääskeläinen, T., & López-Íñiguez, G. (2022). Tools for teachers to support music students in managing and coping with their workload in higher education. Frontiers in Education.

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. Advance Online Publication.

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.

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

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

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., & McPherson, G. E. (2020). Applying self-regulated learning and self-determination theory to optimize the performance of a concert cellistFrontiers in Psychology11, 385.

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.

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.

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

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 embodimentMusicæ Scientiæ, 24(3),  442–464.

López-Íñiguez, G., & Pozo, J. I. (2016). Analysis of constructive practice in instrumental music education: Case study with an expert cello teacherTeaching 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 instrumentsCognition 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 evaluationPsychology of Music, 42(2), 157–176.


SPECIAL ISSUE OF A JOURNAL

Burland, K., Bennett, D., & López-Íñiguez, G., (2022). Special Issue on Identity and Music. Musicae Scientiae, 26(3).

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


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 BOOK CHAPTERS (in English)

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., 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.

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.

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.


REFEREED BOOK CHAPTERS (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.


RESEARCH REPORTS & PUBLICATIONS FOR THE GENERAL PUBLIC

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 equalityToolkit for instrumental music teachers in Finland. ArtsEqual Research Initiative, University of the Arts Helsinki. (Green paper). [English] [Suomeksi

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.


REFEREED ARTICLES IN CONFERENCE PROCEEDINGS

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.

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.

López-Íñiguez, G., & Pozo, J. I. (2011). From traditional to constructive practices in music education: Materials with which to study conceptual change in string teachersIn 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).


NON REFEREED ARTICLES/CHAPTERS & OTHER SCHOLARLY OUTPUT

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

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). Felix Mendelssohn: Piano and Cello WorksLiner 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 learningFinnish 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.