PEER REVIEWED ARTICLES IN SCHOLARLY JOURNALS

✥ López-Íñiguez, G., & Bennett, D. (in press). Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education. International Journal of Music Education. | JCR 0.462, Q4 | SJR 0.43, Q1 | Jufo: 2

✥ 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. doi:10.1080/14613808.2019.1703925 | JCR 0.948, Q4 | SJR 0.51, Q1 | Jufo: 3

✥ López-Íñiguez, G., & McPherson, G. E. (2020). Applying self-regulated learning and self-determination theory to optimize the performance of a concert cellist [Special issue on Performance Science]. Frontiers in Psychology, 11, 385. doi:10.3389/fpsyg.2020.00385 | JCR 2.129, Q1 | SJR 0.997, Q1 | Jufo: 3

✥ 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 | Jufo: 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 | Jufo: 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 | Jufo: 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 Jufo: 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), 311-328doi:10.1111/bjep.12026 | JCR 2014 Psy.: 2.00, Q2 SJR 2014 Psy. Ed.: 1.661, Q1 | Jufo: 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 | Jufo: 3

 Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (forthcoming). Music students’ experienced workload, livelihoods and stress in higher education in Finland and the United Kingdom. Music Education Research. | JCR 0.948, Q4 | SJR 0.51, Q1 | Jufo: 3

✥ Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (forthcoming). Music students’ experienced workload in higher education: a systematic review and recommendations for interventions. PROSPERO 2020, CRD42020140497.


EDITED BOOKS

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[Español→] Pozo, J. I., Pérez-Echeverría, M. P., Torrado, J. A., & López-Íñiguez, G. (Eds.) (2020). Aprender y enseñar música: Un enfoque centrado en el alumnado. Madrid, España: Morata.


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


PEER REVIEWED BOOK CHAPTERS

✥ 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.) (forthcoming). Learning and teaching music. A student-centred approach. Landscapes: Arts, Aesthetics. Springer.

✥ 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.) (forthcoming). Learning and teaching music. A student-centred approach. Landscapes: Arts, Aesthetics. Springer.

✥ 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.) (forthcoming). Learning and teaching music. A student-centred approach. Landscapes: Arts, Aesthetics. Springer.

Gaunt, H., López-Íñiguez, G., & Creech, A. (forthcoming). Musical engagement in one-to-one contexts. In A. Creech, D. Hodges & S. Hallam (Eds.), International Handbook on Music Psychology in Education and the Community (forthcoming). London: Routledge.

✥ 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.) (forthcoming). Learning and teaching music. A student-centred approach. Landscapes: Arts, Aesthetics. Springer.

✥ 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

Capítulos en Español / 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, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 411-425). Madrid, España: 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, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 237-254). Madrid, España: 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, and G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 29-41). Madrid, España: 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, and 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 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 

[Suomeksi→] doi:10.13140/RG.2.2.11593.03680


PEER REVIEWED ARTICLES IN CONFERENCE PROCEEDINGS

✥ López-Íñiguez, G., & Coutts, L. (in press). Embracing a learner identity: An Autoethnographic duet exploring disruptive critical incidents in instrumental music pedagogy. In H. Partti (Ed.), proceedings of the 23rd 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. Malvern: International Society for Music Education.

 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


OTHER SCHOLARLY OUTPUT

✥ 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). 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 Education16(1), 96-99.


CD LINER NOTES

✥ 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. (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 cello students about music teaching and learning]. Unpublished Master Thesis. Programme: History and Sciences of Music. Faculty of Philosophy and Literature, Universidad Autónoma de Madrid, Spain.