Guadalupe López Íñiguez

+358504701185
Job description

Adjunct Professor, Center for Educational Research and Academic Development in the Arts (CERADA), University of the Arts Helsinki

Postdoctoral research fellow, SibA/MuTri doctoral school (Kone Foundation grantee)

Part-time teacher, SibA/Department of piano, accordion, guitar, and kantele (pedagogy and psychology of music)

Teaching

Sibelius Academy, Helsinki – Academic Year 2017-2018

Faculty of Classical Music and the Department of Piano, Accordion, Guitar, and Kantele

  • 1ip1 Basics of Music Teaching (English)

Music Education Department

  • 4op10 Current Issues in Music Education Guest Lecture

MuTri Doctoral School

  • j12b Supervision of Doctoral Studies (Research Study Program)

Department of Wind instruments, Percussion, and Harp

  • 3y1 Lecture Series of General Pedagogy

Sibelius Academy, Helsinki – Academic Year 2016-2017

Faculty of Classical Music and the Department of Piano, Accordion, Guitar, and Kantele

  • 1ip1 Basics of Music Teaching (English)

Music Education Department

  • 4op10 Current Issues in Music Education Guest Lecture
  • j2-4 Postgraduate Study Seminar

MuTri Doctoral School

  • j12b Supervision of Doctoral Studies (Research Study Program)

Department of Wind instruments, Percussion, and Harp

  • 3y1 Lecture Series of General Pedagogy
Artistic activities

Recordings:

Domenico Gabrielli & Alessandro Scarlatti: Complete Cello Works

Guadalupe López Íñiguez & Continuo Group

Alba Records ABCD412

Research

REFEREED ARTICLES

* López-Íñiguez, G. (2018). Little did I know: ‘Epiphonies’ of motivation and emotion throughout the life of a cellist. Submitted.

* Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2018). Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment. Manuscript in press. Musicae Scientae. (JCR 2016: 1.408, Q1 / JUFO level: 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:1016/j.tate.2016.08.002 (JCR 2015: 1.823, Q1 / JUFO level: 2) Check video here!

* López-Íñiguez, G., & Pozo, J. I. (2014a). 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 2013: 1.75, Q1 / JUFO level: 2)

* López-Íñiguez, G., & Pozo, J. I. (2014b). 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 2013: 2.25, Q1 / JUFO level: 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 2013: 1.903, Q1 / JUFO level: 3)

BOOK CHAPTERS

* López-Íñiguez, G. (2017c). 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

OTHER SCHOLARLY ARTICLES & CONFERENCE PROCEEDINGS

* López-Íñiguez, G. (2017a). Constructivist Self-Regulated Music Learning. Finnish Journal of Music Education, 20(1). 134-138. (JUFO level: 1)

* López-Íñiguez, G. (2017b). 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) doi:10.13140/RG.2.2.21656.08963 (Also available in Finnish: Työkalupakki soitonopettajille: Konstruktivistisen soitonopetuksen edistäminen pedagogisen tasa-arvoisuuden mekanismina.  doi:10.13140/RG.2.2.11593.03680).

* 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 Domenech, J.; Vicent-Vela, M.C.; de la Poza, E.; Blazquez, D.: Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17). Valencia, Spain: Universitat Politècnica de València. 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 Auckland, New Zealand (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

EDITORIAL WORK

* López-Íñiguez, G. & Casas-Mas, A. (Eds.) (under contract). Ibero-American Handbook of Educational Psychology of Music. Editorial TBA.

* López-Íñiguez, G. (2016 – 2022). Revista Internacional de Educación Musical (published by ISME). Member of the Editorial Committee.

* Reviewer for the top JCR journals in the fields of educational psychology, music psychology, and music education, and also for journals related to artistic research. (Details omitted according to research ethics standard procedures).

INVITED TALKS

* López-Íñiguez, G. (2017, November 15). Instrumental Music Learning. Invited talk, ResearchWorks public series, Guildhall School of Music and Drama, Rehearsal Room 1, Milton Court, London (UK).

* López-Íñiguez, G. (2017, November 15). The (Im)possibilities of Approaching the Performance of Classical-Romantic Works through Historically Informed Practice. Invited talk, Historical Performance Forum, Guildhall School of Music and Drama, Room 209, Silk Street, London (UK).

* López-Íñiguez, G. (2016, September 26). Research metrics. Invited lecture, ArtsEqual Research Initiative’s Professors, Doctoral and Postdoctoral researchers, and Supernumerary students. University of the Arts Helsinki (Finland).

* López-Íñiguez, G. (2016, August 24). Play It Again, Sam! Connections Between Constructivism and Equality in Instrumental Music Learning. [Video File for Arts Equal Research Initiative, 24 minutes invited talk]. doi:10.13140/RG.2.2.13150.33604

* López-Íñiguez, G. (2014, February). Conceptions and instructional practices of string instrument teachers: Influence on the conceptions and levels of musical comprehension of their students. Invited lecture, MuTri Doctoral School of the Sibelius Academy, Helsinki (Finland).

REPORTS, OPINIONS, CRITICS, POPULARIZED RESEARCH

* 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. (2016). Driving myself crazy, or how I got into autoethnography. Biographical essay for Kone Foundation’s blog. [Suomeksi: Miten teen itsestäni hullun, tai mite hurahdin autoetnografiaan].

* 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. (2013a). 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.

* López-Íñiguez, G. (2013b). Impressions and experiences from the Fairy Queen process at the University of the Arts Helsinki. 13Art, 3, 15-16

CD LINER NOTES

* López-Íñiguez, G. (2017). Domenico Gabrielli & Alessandro Scarlatti: Complete Cello Works. Liner notes to the CD. Recording company: Alba Records. Performer: 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. (2013). 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.

CONFERENCE PRESENTATIONS

* López-Íñiguez, G. (2017, May). Autoethnography of a Classical Cellist: The Dualism of Implicit Motives and Explicit Goals throughout Life. Paper presentation at the Thirteenth International Congress of Qualitative Inquiry, University of Illinois, Urbana- Champaign (USA). Selected as part of the Special interest Group.

* López-Íñiguez, G. (2017, May). Bridges to Holistic Musicianship: Combining Historically Informed Practice and Constructivist Self-Regulation in Classical Music Performance. Paper presentation at the Thirteenth International Congress of Qualitative Inquiry, University of Illinois, Urbana- Champaign (USA). Selected as part of the Special interest Group.

* López-Íñiguez, G. (2017, April). Performative autoethnography of a cellist-researcher: The dualism of implicit and explicit motivation throughout life. Research-based performance presented at the Please Specify! International Conference on Artistic Research in Helsinki, by the Society for Artistic Research (Switzerland) and Uniarts (Finland).

* López-Íñiguez, G. (2017, April). Easier said than done in the music classroom? Fairness within the relations between constructivist beliefs and practices of a Finnish cello teacher and her student. Paper presentation at the V Symposium on the Paradigms of Teaching Musical Instruments in the 21st Century, Goiânia (Brazil).

* López-Íñiguez, G. (2017, February). On the road to historically-informed performance: Combining autoethnography and constructivist self-regulation in the learning of Beethoven’s and Mendelssohn’s cello works. Paper presented at the 1st European Congress of Qualitative Inquiry. KU University, Leuven (Belgium).

* López-Íñiguez, G. (2016, October). Back to the past: Constructively exploring the tensions between modern and historically informed practices in Beethoven’s WoO45 for fortepiano and cello. Concert-lecture and charing at the Conference ‘Arts Without Borders’: Perspectives on Collaboration and Interdisciplinarity in and through the Arts. University of the Arts Helsinki (Finland).

* López-Íñiguez, G. (2016, September): The world of possibility for music students: Constructivism and embodiment as student-centered approaches to learning. Rush presented at ArtsEqual Research Panel, Sonore Music Centre, Helsinki (Finland).

* López-Íñiguez, G. (2016, September). Autoethnography of a period cellist: Performance psychology and technical aesthetics in the variation works by Beethoven and Mendelssohn. Paper presented at the 2nd Festival Conference of Music Performance and Artistic Research ‘Doctors in Performance’, Royal Irish Academy of Music, Dublin (Ireland).

* López-Íñiguez, G. (2016, July). Ideas and teaching practices of string instruments teachers: Influence on the ideas and learning practices of their students. Paper presented at the 32nd World Conference of the International Society for Music Education. Glasgow, UK.

* López-Íñiguez, G. (2015, July). Teaching instrumental music constructively? Case study with a cello teacher in Helsinki. Paper presented at the 4th Multidisciplinary International Conference on Educational Research – CIMIE. Valencia, Spain.

* López-Íñiguez, G., Casas-Mas, A.,  Pozo, J. I., & Montero, I. (2014, October). Private singing and self-regulation in instrumental music learning.Conceptions and practices. Paper presented at the Annual Conference on Music Education. Neuwied-Engers, Germany.

* Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2013, August). The self-regulatory function of private singing in instrumental music learning:  A multiple case study. Paper presented at the JURE Pre-conference of the 15th European Association for Research on Learning and Instruction (EARLI). Munich, Germany.

* López-Íñiguez, G., Casas-Mas, A., & Pozo, J. I. (2012, September). Singing as a self-regulatory device in playing string instruments: Are constructive learning activities related to singing? Paper presented at the SEMPRE 40th Anniversary Conference. London, United Kingdom.

* López-Íñiguez, G., Casas-Mas, A., & Pozo, J. I. (2012, September).  Extralinguistic tools as self-regulatory processes for constructive learning in playing string instruments. Poster presented at the SEMPRE 40th Anniversary Conference. London, United Kingdom.

* López-Íñiguez, G., & Pozo, J. I. (2012, September). Teachers’ and students’ roles in constructive practices: Who deals with what? Rush presented at the SEMPRE 40th Anniversary Conference. London, United Kingdom.

* Casas-Mas, A., López-Íñiguez, G., & Pozo, J. I. (2012, February). ¿Cómo influyen las culturas de enseñanza y aprendizaje musical en la formación de instrumentistas de cuerda? [How do the music learning and teaching cultures influence the training of string instrumentalists?]. Paper presented at the 2nd CEIMUS Conference on Music Research and Education. Madrid, Spain.

* López, G., & Pozo, J. I. (2011, August). “Good music teachers should…”: Conceptions of conservatoire elementary level students with regard to teaching string instruments. Paper presented at the 3rd International Symposium on Performance Science. Toronto, Canada.

* López, G., & Pozo, J. I. (2011, August). From traditional to constructive practices in music education: Materials with which to study conceptual change in string teachers. Poster presented at the 3rd International Symposium on Performance Science. Toronto, Canada.

* López, G., & Pozo, J. I. (2010, September). How could I do to learn this piece..? Conceptions of cello beginner students about learning procedures. Paper presented at the 3rd International Conference of Students of Systematic Musicology. Cambridge, United Kingdom.

* López, G., Pozo, J. I., & Bautista, A. (2009, December). What do children think of music teachers? Their conceptions about cello teaching and learning. Paper presented at the 2nd International Symposium on Performance Science, Auckland, New Zealand.

* López, G., Pozo, J. I., & Bautista, A. (2009, May). Cello students’ conceptions of string instruments’ learning: A research study with children. Poster presented at PERFORMA-Encontros de Investigação em Performance. Aveiro, Portugal.

* López, G., Bautista, A., & Pozo, J. I. (2008, February). “Para aprender esta partitura, lo más importante es…” Concepciones infantiles sobre el aprendizaje de partituras: Un estudio exploratorio. [“To learn this piece, the most important is…” Children’s conceptions of learning musical scores: An exploratory study]. Paper presented at the Seminar “Actualización en Psicología del Arte y Experiencia Estética”. Madrid, Spain.

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