PEER REVIEWED ARTICLES IN SCHOLARLY JOURNALS

✥ 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. doi:10.22176/act18.1.157 | Julkaisufoorumi: 1

✥ 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. Musicae Scientiae, 24(3),  442-464. doi:10.1177/1029864918759593 | JCR 2016 Psy. Ed.: 1.408, Q3 | SJR 2016 Music: 0.491, Q1 | Julkaisufoorumi: 2

✥ 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:10.1016/j.tate.2016.08.002 | 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), 311-328. doi: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

✥ López-Íñiguez, G. (2019). On the transformative power of autoethnography as self-pedagogy: A cellist’s journey to learner identity formation. Manuscript submitted for publication.

✥ López-Íñiguez, G. & Bennett, D. (2019). A lifespan perspective on multi-professional musicians: Does music education prepare classical musicians for their careers? Manuscript submitted for publication.

✥ López-Íñiguez, G. & Pozo, J. I. (2019). Microanalysis of instrumental scaffolding that fosters metacognition in individual cello lessons. Manuscript submitted for publication.

✥ Angel-Alvarado, R., López-Íñiguez, G., & Johnson, L. E. (2019). Sociomusical identity differentiation of students in situations of social vulnerability in Chile. Manuscript submitted for publication.

✥ Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2019). Students’ experienced workload in higher music education: A systematic literature review and recommendations for intervention. Manuscript submitted for publication.

EDITED BOOKS

✥ [Español→] 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. Madrid, Spain: Morata.

✥ [English→] Pozo, J. I., Pérez-Echeverría, M. P., Torrado, J. A., & López-Íñiguez, G. (Eds.) (in review). The teaching and learning of music: A student-centered approach.

✥ Casas-Mas, A. & López-Íñiguez, G. (Eds.) (in review). Disrupting models of educational production in music: A psychological perspective from Ibero-America.

PEER REVIEWED BOOK CHAPTERS

✥ 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 [Student-centred music education: principles for improving learning and teaching]. In J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos. Madrid, Spain: Morata.

✥ López-Íñiguez, G. & Pozo, J. I. (2020). Influencia de las concepciones y prácticas docentes en el aprendizaje inicial de instrumentos musicales [Influence of teachers’ conceptions and practices on the initial stages of instrumental music learning]. In J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos. Madrid, Spain: Morata.

✥ López-Íñiguez, G., Pozo, J. I., & Pérez-Echeverría, M. P. (2020). El aprendizaje y la enseñanza de la música en el Siglo XXI [Learning and teaching music in the 21st century]. In J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos. Madrid, Spain: 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 [A system for the analysis of music teaching and learning practices]. In J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos. Madrid, Spain: Morata.

✥ 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

PUBLICATIONS FOR PROFESSIONAL COMMUNITIES

✥ 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).

[English] doi:10.13140/RG.2.2.21656.08963 

[Finnish] doi:10.13140/RG.2.2.11593.03680

PEER REVIEWED ARTICLES IN CONFERENCE PROCEEDINGS

✥ 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). 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. & 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

✥ López, G. & Coutts, L. (2019). Embracing a learner identity: An Autoethnographic duet exploring disruptive critical incidents in instrumental music pedagogy. Manuscript submitted for publication.

OTHER SCHOLARLY OUTPUT

✥ López-Íñiguez, G. (in press). Report from the symposium ‘Transforming Musicianship: Understanding C19th Historical Style and its Implications for Learning‘, Sibelius Academy, Helsinki, 12th of November 2018. Trio.

✥ 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. (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 Education, 16(1), 96-99.

CD LINER NOTES

✥ 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. (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.