Publications

You can access all my publications below via the following sites:

Google Scholar | Research Gate | Academia Edu | Orcid


REFEREED JOURNAL ARTICLES

  1. 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.
  2. López-Íñiguez, G., & Burnard, P. (2021). Towards a nuanced understanding of musicians’ professional learning pathways: What critical reflection contributes? Research Studies in Music Education.
  3. 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.
  4. Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (in press). Music students’ experienced workload in higher education: a systematic review and recommendations for interventions. Registered in PROSPERO (CRD42020140497). Musicae Scientiae.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. López-Íñiguez, G. (2019). Musings on notations for cello in Beethoven’s Kafka MiscellanyThe Beethoven Journal, 34(1), 22–27.
  10. 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 embodimentMusicae Scientiae, 24(3),  442–464.
  11. López-Íñiguez, G. (2017). Constructivist self-regulated music learningFinnish Journal of Music Education, 20(1). 134–138.
  12. 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.
  13. 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.
  14. 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.
  15. 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.

REFEREED EDITED BOOKS (in English)

Pozo, J. I., Pérez-Echeverría, López-Íñiguez, G., & M. P., Torrado, J. A. (Eds.) (forthcoming). Learning and teaching in the music studio. A student-centred approach. Landscapes: Arts, Aesthetics. 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. Madrid, Spain: Morata.


REFEREED BOOK CHAPTERS (in English)

  1. 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.
  2. López-Íñiguez, G., Pérez-Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (forthcoming). 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. Landscapes: Arts, Aesthetics. Springer.
  3. López-Íñiguez, G., & Pozo, J. I. (forthcoming). 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. Landscapes: Arts, Aesthetics. Springer.
  4. López-Íñiguez, G., Pozo, J. I., & Pérez-Echeverría, M. P. (forthcoming). 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. Landscapes: Arts, Aesthetics. Springer.
  5. López-Íñiguez, G., & Westerlund, H. (under contract). Care ethics and musically gifted children: Systems thinking for caring music education ecosystems. In K. S. Hendricks (Ed.), Oxford handbook of care in music education. Oxford University Press.
  6. Casas-Mas, A., & López-Íñiguez, G. (forthcoming). 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. Landscapes: Arts, Aesthetics. Springer.
  7. Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Casas-Mas, A. (forthcoming). 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. Landscapes: Arts, Aesthetics. Springer.
  8. 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

REFEREED BOOK CHAPTERS (in Spanish)

  1. 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). Madrid, España: Morata.
  2. 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). Madrid, España: Morata.
  3. 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). Madrid, España: Morata.
  4. 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). Madrid, España: Morata.

PUBLICATIONS FOR PROFESSIONAL COMMUNITIES

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


REFEREED ARTICLES IN CONFERENCE PROCEEDINGS

  1. 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. ISBN 978-1-922303-04-2
  2. 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). Valencia, Spain: Universitat Politècnica de València. doi:10.4995/HEAd17.2017.54 Indexed in the Conference Proceedings Citation Index of the Web of Science.
  3. 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). Utrecht, The Netherlands: European Association of Conservatoires (AEC). ISBN 978-94-90306-02-1
  4. 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

NON REFEREED ARTICLES/CHAPTERS & OTHER SCHOLARLY OUTPUT

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. López-Íñiguez, G. (2016). Is historically-informed performance practice exclusive of early music? Ostinato Nuottilehti,August volume, 30–32.
  7. 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.
  8. 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.
  9. 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.