Publications

Refereed Books

López-Íñiguez, G., & McPherson, G. E. (Eds.) (in press). Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

Serrano, R. M., López-Íñiguez, G., Aróstegui, J. L., & Moore, G. (Eds.) (2025). Research perspectives on music education in Ibero-America. Routledge.

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.

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 Articles & Chapters

López-Íñiguez, G. (in press). Care ethics for gifted young musicians. In L. Shavinina (Ed.), International handbook on giftedness (2nd ed.). Springer.

López-Íñiguez, G. (in press). Care ethics in the education of children gifted for music. In G. López-Íñiguez & G. E. McPherson (Eds.), Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

López-Íñiguez, G. (in press). Classical musicians’ learner identity across the lifespan. In M. Doğantan-Dack & G. E. McPherson (Eds.), The music performer and the will: Conative processes and music making. SEMPRE Studies in the Psychology of Music series. Routledge.

López-Íñiguez, G., & McPherson, H. (in press). Educational principles for gifted and talented learners’ rounded development. In G. López-Íñiguez & G. E. McPherson (Eds.), Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

López-Íñiguez, G., & Sagiv, D. (in press). Leading systems change for gifted music education in Israel: Challenges and leverage. In H. Westerlund & M. Barrett (Eds.), Transforming higher music education and music conservatoires: The art of systems change. Routledge.

López-Íñiguez, G., & Westerlund, H. (in press). The conservatoire as a caring ecosystem for children gifted for music. In G. López-Íñiguez & G. E. McPherson (Eds.), Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

Angel-Alvarado, R., Masquiarán-Díaz, N., Silva-Ayarza, M., Aróstegui Plaza, J. L., & López-Íñiguez, G. (in press). Characterisation of a problematising and activist music pedagogy: Experiences in music teacher education from Chile. Research Studies in Music Education.

López Cruz, M., López-Íñiguez, G., & Angel-Alvarado, R. (in press). Closing the special needs gap in music education. In G. López-Íñiguez & G. E. McPherson (Eds.), Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

McPherson, G. E., & López-Íñiguez, G. (in press). Self-actualized talent development for musically gifted children. In G. López-Íñiguez & G. E. McPherson (Eds.), Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

McPherson, G. E., & López-Íñiguez, G. (in press). Self-regulation in the context of music performance. In M. Doğantan-Dack & G. E. McPherson (Eds.), The music performer and the will: Conative processes and music making. SEMPRE Studies in the Psychology of Music series. Routledge.

Rautiainen, P., Mustasaari, S., & López-Íñiguez, G. (in press). Recognizing and enacting the legal rights of children gifted for music. In G. López-Íñiguez & G. E. McPherson (Eds.), Caring for gifted and talented music learners: Perspectives and future possibilities. Oxford University Press.

Vähi, K. J., López-Íñiguez, G., Westerlund, H. (in press). Estonian music schools amidst societal transitions: A call for future-oriented curriculum thinking. In H. Westerlund & M. Barrett (Eds.), Transforming higher music education and music conservatoires: The art of systems change. Routledge.

López-Íñiguez, G., & McPherson, G. E. (2025). Issues and approaches to gifted education in specialist music programs globally: Insights from institutional leaders. Online First Publication. Gifted Education International.

Juntunen, M-L., & López-Íñiguez, G. (2025). Enrichment and acceleration of highly motivated children’s instrumental music learning. A case study of a pilot development project. Research Studies in Music Education, 47(2), 239–258.

Utermol de Queiroz, D., López-Íñiguez, G., & Floretto, C. (2025). Investigating if and how string teachers instruct and support motivation, self-efficacy, and task strategies for self-regulation of student’s practice in online lessons. Research Studies in Music Education, 47(1), 129–148.

Utermol de Queiroz, D., Floretto, C., & López-Íñiguez, G. (2025). Pedagogical approaches to promote self-regulation in musical instrument learning: a PRISMA scoping review. Online First Publication. Psychology of Music.

Utermol de Queiroz, D., Floretto, C., López-Íñiguez, G., & Pedro, L. (2025). Self-regulation in online string instrument lessons: Motivation, social interaction, and learning environment. International Journal of Music Education, 43(4), 585–599.

Westerlund, H., & López-Íñiguez, G. (2025). Contemporary composers’ changing ‘practice in context’. What can higher music education learn from Theodore Schatzki’s Practice Theory? Research Studies in Music Education, 47(2), 280–296.

Westerlund, H., Laes, T., & López-Íñiguez, G. (2025). Toward sustainability beyond advocacy: Systems thinking for unlocking the transformative powers of music education. Action, Criticism, and Theory for Music Education.

Blackwell, J., & López-Íñiguez, G. (2024). Fostering affect, rapport, and care for optimal performance in studio music instruction. In K. Parkes & R. Daniel (Eds.), The applied studio model in higher music education: Critical perspectives and opportunities (pp. 13–33). Routledge.

López-Íñiguez, G., & McPherson, G. E. (2024). Using a music microanalysis protocol to enhance instrumental practice. [Special issue on Motivation in Learning and Performance in the Arts and Sports]. Frontiers in Psychology, 15, 1368074.

Westerlund, H., & López-Íñiguez, G. (2024). Professional education towards protean careers in music: Bigenerational Finnish composers’ pathways and livelihoods in a changing professional ecosystem. Research Studies in Music Education, 46(1), 66–79.

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.

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2023). Music students’ experienced workload in higher education: A systematic review and recommendations for good practice. Registered in PROSPERO (CRD42020140497). Musicæ Scientiæ, 27(3), 541–567.

López-Íñiguez, G., & McPherson, G. E. (2023). Caring approaches to young, gifted music learners’ education: a PRISMA scoping review. Frontiers in Psychology, 14, 1167292.

López-Íñiguez, G., & Westerlund, H. (2023). The politics of care in the education of children gifted for music: A systems view. In K. S. Hendricks (Ed.), The Oxford handbook of care in music education (pp. 115–129). Oxford University Press.

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.

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.

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.

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.

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, & 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.

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.

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.

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.

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., & 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.

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.

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., & 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 cellist. Frontiers in Psychology, 11, 385.

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.

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 Miscellany. The 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 embodiment. Musicæ Scientiæ, 24(3), 442–464.

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.

Edited Issues of a Journal

López-Íñiguez, G. (Ed.) (forthcoming, 2026). Special Issue: Care Ethics in the Education of Children Gifted for Music. Gifted Education International.

Serrano, R. M., & López-Íñiguez, G. (Eds.) (2024). Volume 12 Issue 1, August 2024. Revista Internacional de Educación Musical, 12(1).

López-Íñiguez, G. (Ed.) (2023). Special Issue: Emerging Perspectives on Instrumental and Vocal Pedagogy. Finnish Journal of Music Education, 26(2).

López-Íñiguez, G., Serrano, R. M., & Aróstegui, J. L. (Eds.) (2023). Volume 11 Issue 1, October 2023. Revista Internacional de Educación Musical, 11(1).

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.

Serrano, R. M., Aróstegui, J. L., & López-Íñiguez, G. (Eds.) (2022). Volume 10 Issue 1, October 2022. Revista Internacional de Educación Musical, 10(1).

Aróstegui, J. L., López-Íñiguez, G., & Serrano, R. M. (Eds.) (2021). Volume 9 Issue 1, September 2021. Revista Internacional de Educación Musical, 9(1).

Edited Conference Proceedings

García-Trabucco, A., López-Íñiguez, G., & Brown, J. (Eds.) (2024). Proceedings of the 25th International Seminar of the Commission on the Education of the Professional Musician (CEPROM), Tallinn, Estonia: Advocacy and Sustainability in Higher Music Education. National Library of Australia Cataloguing-in-Publication.

Refereed Articles in Conference Proceedings

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 24 International 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.

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 23 International 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 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).

Professional Guidelines & Reports

Angel-Alvarado, R., Silva-Ayarza, M., Masquiarán-Díaz, N., Aróstegui Plaza, J. L., & López-Íñiguez, G. (2025). Desert bloom: Key guidelines for promoting human rights music education. Alberto Hurtado University.

López-Íñiguez, G. (2025). Musically gifted children require support from a holistic well-being perspective. In A. Kanerva (Ed.), A flexible hobby, an approachable instructor and other researchers’ recommendations for instructors of children’s and adolescents’ leisure activities. Guide edited by the Finnish Ministry of Education and Culture, the Observatory for Arts and Cultural Education in Finland, the Centre for Cultural Policy Research, the University of the Arts Helsinki, Finland’s National Child Strategy, and the Olympic Committee. Uniarts Helsinki Publications. [Read in Finnish | Read in Swedish]

ARTEMIS Capacity Working Group (2025). Innovating curricula. Building capacity for innovation in higher music education institutions. AEC – Association of European Conservatoires.

REACT – Rethinking Music Performance in European Higher Education Institutions. (2024). Artistic Research-Based Learning: Toolkit. University of Aveiro Editora.

López-Íñiguez, G. (2024). The politics of care in the professional education of children gifted for music: A sustainable ecosystem worth advocating [Special Issue on sustainability in music education]. Finnish Journal of Music Education, 27(1), 129–136.

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

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. (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). [Suomeksi]

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. (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.

Publications for the General Public

López-Íñiguez, G. (2025, November 20). Caring institutions, thriving children: Rethinking gifted music education. Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G. (2025, August 10). Recognizing and supporting musically gifted children: Social distinction or social justice? Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G. (2024, November 20). Differentiating giftedness from talent in music education. Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

Frye, Y., López-Íñiguez, G., Pokki, N., & Talvitie, T. (2024, September 27). Finnish music schools and children’s performances should be celebrated. Uniarts Helsinki’s Puhenvuorot.

López-Íñiguez, G. (2024, August 10). Giftedness and talent in music: Nature, nurture, and/or luck? Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G. (2023, November 20). Music education pathways for underage gifted learners’ talent development. Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G. (2023, August 9). Caring for children gifted for music: Who is responsible & is it really done? Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G., Westerlund, H., & Kanno, M. (2023). Composing as a passionate playground for (almost) everything? Future directions for professional education and employment in a changing world. Kompositio-lehti, 1, 20-21.

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 16). The professionalization of gifted children in the performing industry: Who cares? Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

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

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.

Other Scholarly Outputs

García-Trabucco, A., López-Íñiguez, G., & Brown, J. (2024). Preface: Proceedings of the 25th International Seminar of the Commission on the Education of the Professional Musician. In García-Trabucco, A., López-Íñiguez, G., & Brown, J. (Eds.), Proceedings of the 25th International Seminar of the Commission on the Education of the Professional Musician (CEPROM), Tallinn, Estonia: Advocacy and Sustainability in Higher Music Education (pp. 7-13). National Library of Australia Cataloguing-in-Publication.

Serrano, R. M., & López-Íñiguez, G. (2024). Editorial. Revista Internacional de Educación Musical, 12(1), 1–2.

López-Íñiguez, G. (2023). Editorial – Special Issue: Emerging Perspectives on Instrumental and Vocal Pedagogy. Finnish Journal of Music Education, 26(2), 4–7.

López-Íñiguez, G., Serrano R. M., & Aróstegui, J. L. (2023). Editorial. Revista Internacional de Educación Musical, 11(1), 1–2.

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

Aróstegui, J. L., López-Íñiguez, G., & Serrano, 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. (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. (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.

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.