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. | 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. | JCR 2.129, Q1 | SJR 0.997, Q1 | Jufo: 3

 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| JCR 0.948, Q4 | SJR 0.51, 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. | 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. | 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. | 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. | 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), 311-328| 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. 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 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.), 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.), 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.), Learning and teaching music. A student-centred approach. Landscapes: Arts, Aesthetics. Springer.

Gaunt, H., López-Íñiguez, G., & Creech, A. (in press). 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.), 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. (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 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 (pp. 143-163). National Library of Australia Cataloguing-in-Publication. ISBN 978-1-922303-04-2

 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.

✥ 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

✥ 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). “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. (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.