Guadalupe López Íñiguez

About

Dr. Guadalupe López-Íñiguez is a Spanish researcher, musician, and educator based in Finland. Her main goals as an academic are to support music students in their physical, social, emotional, and cognitive development, and to help performing musicians in building a thriving career. Guadalupe holds a permanent position as a University Researcher in the fields of instrumental pedagogy and performance science at Sibelius Academy, University of the Arts Helsinki. She has led multiple research projects as a PI since 2009; as an Academy Research Fellow appointed by the Research Council of Finland, she is currently leading the project “The Politics of Care in the Professional Education of Children Gifted for Music” (2022-2027). In recognition of her contributions to the psychology of music education, she has been awarded several international prizes and has received honorific titles from the Melbourne Conservatorium of Music (Honorary Senior Fellow) and the Sibelius Academy (Docent). An important part of her scholarly life is dedicated to supervising and empowering doctoral candidates to undertake inspiring projects related to music education.

Some of her current leadership roles include being co-editor in chief of ISME’s Spanish language journal “Revista Internacional de Educación Musical”, co-chair of ISME’s Commission for the Education of the Professional Musician, a member of the European Association of Conservatoires’ Artists as Makers in Society project, and member of the Finnish Union of University Researchers and Teachers’ Information field and open science -working group. Guadalupe is co-editor of “Learning and Teaching in the Music Studio – A Student-Centred Approach” (Springer, 2022), and “Research Perspectives on Music Education in Ibero-America” (Routledge, forthcoming), and has published multiple peer-reviewed articles and book chapters with leading publishers. She is internationally sought-after to serve as a distinguished speaker as well as an expert for academic journals, doctoral committees, scientific conferences, and funding bodies. In addition to the field of gifted education in music, her research expertise includes constructivist pedagogy and conceptual change, musicians’ employability and careers, identity and lifelong learning, and wellbeing, as well as music performance optimisation and theories of emotion and motivation. 

As a musician herself, Guadalupe knows the music performance field from within. She holds a Master’s degree in classical music performance and plays professionally on baroque, classical, and modern cellos. Alba Records released her critically acclaimed albums with the complete cello works by Gabrielli and Scarlatti in 2018, and the complete cello works by Mendelssohn in 2019. She has played recitals at relevant festivals and venues in Estonia, Finland, Germany, Holland, Russia, Spain, the United Kingdom, and the United States. She has recorded for radio and television and collaborates at times with the Helsinki Baroque Orchestra. She also has earlier professional experience as a studio teacher and curriculum developer at the music school level, having taught cello to children who are now professional musicians.

Research Projects

Current (as a Principal Investigator)

2022-2027: “The politics of care in the professional education of children gifted for music“. Funder: Research Council of Finland. Senior Fellowship.

Completed (as a Principal Investigator)

2021-2022: “Expanding reflexivity of professional education in music in times of crises“. Funder: Wihuri Foundation. Senior Fellowship.

2018-2021: “Transforming musicianship: Developing musicians’ learner identity“. Funder: Academy of Finland. Postdoctoral Fellowship.

2016-2018: “Autoethnography of a period cellist: Performance psychology and technical aesthetics in the variation works by Beethoven and Mendelssohn”. Funder: Kone Foundation. Postdoctoral Fellowship.

2009-2013: “Traditional versus Constructivist instrumental music education”. Funder: FPU-UAM Spain. Doctoral Fellowship.

Completed (as a Project Researcher)

2020-2023: “Rethinking music performance in European higher education music institutions“. Funder: European Commission’s Erasmus+ Education and Training Programme.

2015-2017: “Conceptions and uses of external representations in teaching and learning”. Funder: I+D+i Spanish Ministry of Economy and Competitiveness.

2010-2013: “Learning of external representational systems and representational change in different knowledge domains”. Funder: I+D+i Spanish Ministry of Science and Technology.

2008-2010: “Instruction for representational change: From implicit theories to knowledge learning in different educational settings”. Funder: I+D+i Spanish Ministry of Science and Technology.

Supervised Doctoral Dissertations

Current

Responsible Supervisor: Snellman, A. (2019-current). “Workshop model for critically reflective practice of instrumental teachers: Promoting self-directedness in Finnish music schools”. Sibelius Academy, University of the Arts Helsinki (Finland).

Responsible Supervisor: Vähi, K. J. (2023-current). “Instrumental pedagogy in the context of political regime change: Systems view to Estonian music schools’ curricular adaptability”. Sibelius Academy, University of the Arts Helsinki (Finland).

Secondary Supervisor: Wong, J. (2022-current). “Improvisation with instruments as tools in music theory classrooms: An embodied musical learning experience that integrates action, perception, creation, and cognition”Sibelius Academy, University of the Arts Helsinki (Finland).

Completed

Co-Supervisor: Utermohl de Queiroz, D. (2024). “Fostering self-regulation in the online teaching and learning of string instruments”. University of Aveiro (Portugal).

Responsible Supervisor: Jääskeläinen, T. (2023, April 15). “Students’ experienced workload, stress, and coping in higher education. A multi-strategy research in Finland and the United Kingdom”. Sibelius Academy, University of the Arts Helsinki (Finland).

Co-Supervisor: Rodríguez Cortés, P. (2022, November 28). “New didactic approaches to the context and musical meaning of repertoire for viola of the XX-XXI centuries”. Jaume I University, Castellón (Spain).

Dissertation & Thesis Committees

As opponent

Opponent: Lam, F. (2024). “Coping and Resilience in Musicians: An exploration of the use of coping strategies and the development of psychological resilience among musicians”. Royal College of Music (UK). Doctor of Music.

Opponent & Committee Chair: Martínez Cantero, I. (2023). “Opportunities, environments, and trajectories implied in the motives of starting extracurricular music studies”. Faculty of Psychology, Madrid Autonomous University (Spain). Doctor of Social Psychology.

Opponent: Baño, L. (2018). “Musical cultures. Analysis of the influence of the models of musical production in group practices”. Faculty of Psychology, Madrid Autonomous University (Spain). Doctor of Educational Psychology.

Opponent & Committee Chair: Angel Alvarado, R. (2018). “The motivation of teachers in relation to arts-music education in primary schools: A study from the theory of self-determination”. Faculty of Psychology, University of Navarra (Spain). Doctor of Humanities and Social Sciences.

As pre-examiner

Pre-Examiner: Gordon Herd, A. (2023). “Armed to face the future: An investigation into the portfolio careers of recently graduated pianists and whether tertiary education prepared them for twenty-first century life as working musicians”. Sibelius Academy, University of the Arts Helsinki (Finland). Licentiate of Arts.

Pre-Examiner: Martínez Cantero, I. (2023). “Opportunities, environments, and trajectories implied in the motives of starting extracurricular music studies”. Faculty of Psychology, Madrid Autonomous University (Spain). Doctor of Social Psychology.

Pre-Examiner: Andreacchio, D. G. (2022). “Imaginative visions and musical communication: A critical examination of the piano pedagogical approach of Eleonora Sivan (b. 1941) as applied to the Preludes Op. 34 of Dmitri Shostakovich”Elder Conservatorium, University of Adelaide (Australia). PhD Thesis.

Pre-Examiner: Yong, R. (2020). “Processes of applying Taubman technical interventions to advanced pianists”Conservatorium of Music, The University of Western Australia (Australia). Doctor of Musical Arts.

Pre-Examiner: Angel Alvarado, R. (2018). “The motivation of teachers in relation to arts-music education in primary schools: A study from the theory of self-determination”. Faculty of Psychology, University of Navarra (Spain). Doctor of Humanities and Social Sciences.

Awards & Honors

29.03.2023: 3rd Prize at Science Night LIVE!’s Research Pitching Competition. Pitch title: “Caring for Musically Gifted Children”. Event funded by Tieteen tiedotus and jointly organised by E2 Research, Haaga-Helia University of Applied Sciences, and Heureka. Heureka, Vantaa (Finland). Award: 1.000€.

06.12.2022: Honorary Senior Fellowship, Conservatorium of Music, University of Melbourne, Australia (honorary title).

14.09.2019: Prize Bankia for Musical Talent in the category of Best Music Researcher, given by the Federation of Musical Societies of the Valencian Community (Spain), in collaboration with the bank Bankia and the Valencian Institute of Culture. Award: 20.000€ and a trophy.

06.06.2018: Extraordinary Doctorate Prize for the doctoral dissertation defended in 2014, Faculty of Psychology, Madrid Autonomous University, Spain (equiv. Best PhD Thesis for dissertations between 2013 and 2018, including the Prima Doctor distinction).

31.01.2018: Title of Docent (Associate Professor habilitation) in Music Education, Sibelius Academy, University of the Arts Helsinki, Finland (nordic honorary title, lifetime achievement).

20.01.2014: PhD distinctions Summa Cum Laude and International Mention, Faculty of Psychology, Madrid Autonomous University, Spain.

Refereed Books

In English

Serrano, R. M., López-Íñiguez, G., Aróstegui, J. L., & Moore, G. (Eds.) (forthcoming, 2024).”Research perspectives on music education in Ibero-America”. Routledge.

Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Torrado, J. A. (Eds.) (2022). “Learning and teaching in the music studio. A student-centred approach“. Springer. Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

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. Morata.

Selected Discography

Solo/Recital

“Felix Mendelssohn: Complete Piano & Cello Works”. Guadalupe López Íñiguez & Olga Andryushchenko. Alba Records (2019).

“Domenico Gabrielli & Alessandro Scarlatti: Complete Cello Works”. Guadalupe López Íñiguez & Continuo Group. Alba Records (2018).

Ensemble/Orchestral

“Robert Schumann & Johann Sebastian Bach: Various Works”. Helsinki Baroque Orchestra, Estonian Philharmonic Chamber Choir, singer soloists, A. Häkkinen (cond.). Ondine (2018).

Refereed Articles & Chapters

(thematically sorted)

On gifted education in music

López-Íñiguez, G., & McPherson, G. E. (2023). Caring approaches to young, gifted music learners’ education: a PRISMA scoping review. Frontiers in Psychology, 14, 1167292.

López-Íñiguez, G., & Westerlund, H. (2023). The politics of care in the education of children gifted for music: A systems view. In K. S. Hendricks (Ed.), The Oxford handbook of care in music education (pp. 115–129). Oxford University Press.

On musicians’ professional education

López-Íñiguez, G. (forthcoming). Performing musicians as lifelong learners: A policy window to strengthen professionalism in higher music education. In M. Doğantan-Dack & G. E. McPherson (Eds.), The Music performer and the will: Conative processes and music making. SEMPRE Studies in the Psychology of Music series. Routledge. 

Westerlund, H., & López-Íñiguez, G. (2024). Contemporary composers’ changing “practice in context”. What can higher music education learn from Theodore Schatzki’s practice theory? Research Studies in Music Education.

Westerlund, H., & López-Íñiguez, G. (2024). Professional education towards protean careers in music: Bigenerational Finnish composers’ pathways and livelihoods in a changing professional ecosystem. Advanced Online Publication. Research Studies in Music Education, 46(1), 66–79.

López-Íñiguez, G., Burland, K., & Bennett, D. (2022). Understanding the musical identity and career thinking of postgraduate classical music performance students [Special issue on Identity and Music]. Musicæ Scientiæ, 26(4), 746–760.

López-Íñiguez, G., & Burnard, P. (2022). Towards a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute? Research Studies in Music Education, 44(1), 127–157. 

Kanno, M., López-Íñiguez, G., & Westerlund, H. (2022). Composers’ reflections on the relevance of artistic doctoral education in Finland: From self-development towards knowledge exchange and knowledge creation. Trio journal, 11(1-2), 39–60.

López-Íñiguez, G., & Bennett, D. (2021). Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education. International Journal of Music Education, 39(2), 134–150.

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.

López-Íñiguez, G., & Bennett, D. (2022). Transformative impacts in the existing curriculum: A study of developing learner agency and broadening career horizons. In Mitchell, A. (Ed.), proceedings of the 24thInternational Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), online seminar: The Legacy and Lessons of Professor ‘Dumbledean’  In memory of Professor Glen Carruthers (pp. 5–21). Australia: Southern Cross University. ISBN 978-1-922303-12-7.

On self-regulation, self-determination, and performance optimisation

Blackwell, J., & López-Íñiguez, G. (forthcoming, 2024). Fostering affect, rapport, and care for optimal performance in studio music instruction. In K. Parkes & R. Daniel (Eds.), The applied studio model in higher music education: Critical perspectives and opportunities. Routledge.

Utermol de Queiroz, D., López-Íñiguez, G., & Floretto, C. (forthcoming, 2024). Investigating if and how string teachers instruct and support motivation, self-efficacy, and task strategies for self-regulation of student’s practice in online lessons. Research Studies in Music Education.

López-Íñiguez, G., & McPherson, G. E. (2024). Using a music microanalysis protocol to enhance instrumental practice. [Special issue on Motivation in Learning and Performance in the Arts and Sports]. Frontiers in Psychology, 15, 1368074.

Utermol de Queiroz, D., Floretto, C., López-Íñiguez, G., & Pedro, L. (2024). Self-regulation in online string instrument lessons: Motivation, social interaction, and learning environment. International Journal of Music Education. Advanced online publication. https://doi.org/10.1177/02557614241227227

López-Íñiguez, G., & McPherson, G. E. (2021). Regulation of emotions to optimise classical music performance: A single-case quasi-experimental study of a cellist-researcher. Frontiers in Psychology, 12, 627601.

López-Íñiguez, G., & McPherson, G. E. (2020). Applying self-regulated learning and self-determination theory to optimize the performance of a concert cellist. Frontiers in Psychology, 11, 385.

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.

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. Musicæ Scientiæ, 24(3),  442–464.

On pre-service voice/instrument pedagogy teacher education

Casas-Mas, A., & López-Íñiguez, G. (2022). 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, & J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 345–367). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

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.

On constructivist pedagogies in music schools (in English)

López-Íñiguez, G., Pérez-Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (2022). 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 (pp. 369–385). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

López-Íñiguez, G., & Pozo, J. I. (2022). 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 (pp. 211–228). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

López-Íñiguez, G., Pozo, J. I., & Pérez-Echeverría, M. P. (2022). 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 (pp. 3–20). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Casas-Mas, A. (2022). SAPEA. 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 (pp. 141–178). Landscapes: the Arts, Aesthetics, and Education, vol 31. Springer.

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.

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). Kelps.

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.

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.

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.

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.

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). European Association of Conservatoires (AEC).

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). European Association of Conservatoires (AEC).

On constructivist pedagogies in music schools (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, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 411–425). 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, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 237–254). 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, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 29–41). 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, & G. López-Íñiguez (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 163–202). Morata.

On musicians’ well-being

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2023). Music students’ experienced workload in higher education: A systematic review and recommendations for good practice. Registered in PROSPERO (CRD42020140497). Musicæ Scientiæ, 27(3), 541–567.

Jääskeläinen, T., & López-Íñiguez, G. (2022). Tools for teachers to support music students in managing and coping with their workload in higher education [Special issue on Pedagogic Innovation and Student Learning in Higher Education: Perceptions, Practices and Challenges]. Frontiers in Education, 7, 895090.

Jääskeläinen, T., López-Íñiguez, G., & Lehikoinen, K. (2022). Experienced workload, stress, and coping among professional students in higher music education: An explanatory mixed methods study in Finland and the United Kingdom. Psychology of Music, 50(6), 1853–1876.

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.

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). Universitat Politècnica de València. doi:10.4995/HEAd17.2017.54 Indexed in the Conference Proceedings Citation Index of the Web of Science.

On music & identity

Angel-Alvarado, R., Casas-Mas, A., López-Íñiguez, G., & Johnson, L. (2023). Patterns of variation in sociomusical identity of school-goers in a condition of social vulnerability and musical gaps in their education. Music Education Research, 25(1), 74–87.

Angel-Alvarado, R., López-Íñiguez, G., Quiroga-Fuentes, I., & Gárate-González, B. (2022). Mapping the cultural elements that support and inhibit music teachers’ sociomusical identities in Chile [Special issue on Identity and Music]. Musicæ Scientiæ, 26(4), 761–776.

Burland, K., Bennett, D., & López-Íñiguez, G. (2022). Validation of the Musical Identity Measure (MIM): Exploring musical identity as a variable across multiple types of musicians [Special issue on Identity and Music]. Musicæ Scientiæ, 26(4), 704–728.

On the impact of COVID-19 in the music industry

López-Íñiguez, G., McPherson, G. E., & Zarza Alzugaray, F. J. (2022). Effects of threat and motivation on classical musicians’ professional performance practice during the COVID-19 pandemic. Frontiers in Psychology, 13, 834666.

López-Íñiguez, G., McPherson, G. E., Zarza Alzugaray, F. J., & Angel-Alvarado, R. (2022). Effects of passion, experience, and cultural politics on classical musicians’ practice during the COVID-19 pandemic. Frontiers in Psychology, 13, 888678.

Pozo, J. I., Pérez-Echeverría, M. P., Casas-Mas, A., López-Íñiguez, G., Cabellos, B., Méndes, E., Torrado, J. A., & Baño, L. (2022). Teaching and learning musical instruments through ICT: The impact of the COVID-19 pandemic lockdown. Heliyon, 8e08761.

Edited Issues of a Journal

Serrano, R. M., & López-Íñiguez, G. (Eds.) (forthcoming, 2024). Volume 12 Issue 1. Revista Internacional de Educación Musical, 12(1).

López-Íñiguez, G. (Ed.) (2023). Special Issue: Emerging Perspectives on Instrumental and Vocal Pedagogy. Finnish Journal of Music Education, 26(2).

López-Íñiguez, G., Serrano, R. M., & Aróstegui, J. L. (Eds.) (2023). Volume 11 Issue 1, October 2023. Revista Internacional de Educación Musical, 11(1).

Burland, K., Bennett, D., & López-Íñiguez, G. (Eds.) (2022). Special Issue on Identity and Music. Musicae Scientiae, 26(4).

McPherson, G. E., Casanova, O. Zarza-Azulgaray, F. J., López-Íñiguez, G.,  & Herrero, L. (Eds.) (2022). Special Issue on Cognition and Music Performance. Frontiers in Psychology.

Serrano, R. M., Aróstegui, J. L., & López-Íñiguez, G. (2022). Volume 10 Issue 1, October 2022. Revista Internacional de Educación Musical, 10(1).

Aróstegui, J. L., López-Íñiguez, G., & Serrano, R. M. (2021). Volume 9 Issue 1, September 2021. Revista Internacional de Educación Musical, 9(1).

Reports

López-Íñiguez, G. (2024). “The politics of care in the professional education of children gifted for music: A sustainable ecosystem worth advocating” [Special Issue on sustainability in music education]. Finnish Journal of Music Education, 27(1), 129–136.

REACT – Rethinking Music Performance in European Higher Education Institutions. (forthcoming, 2024). “Artistic Research-Based Learning: Toolkit”. University of Aveiro Editora.

REACT – Rethinking Music Performance in European Higher Education Institutions. (2021). “Artistic career in music: Stakeholders requirement report“. University of Aveiro Editora.

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

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). “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. (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.

Publications for the General Public

López-Íñiguez, G. (2023, November 20). Mu­sic ed­u­ca­tion path­ways for un­der­age gifted learn­ers’ tal­ent de­vel­op­ment. Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G. (2023, August 9). Caring for children gifted for music: Who is responsible & is it really done? Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G., Westerlund, H., & Kanno, M. (2023). Composing as a passionate playground for (almost) everything? Future directions for professional education and employment in a changing world. Kompositio-lehti, 1, 20-21.

Kanno, M., López-Íñiguez, G., & Westerlund, H. (2023, March 10). Is the pursuit of personal artistic growth enough to justify doctoral studies in music? Uniarts Helsinki’s Puheenvuoroja taiteesta ja yhteiskunnasta blog.

López-Íñiguez, G. (2022, November 16). The pro­fes­sion­al­iza­tion of gifted chil­dren in the per­form­ing in­dus­try: Who cares? Uniarts Helsinki’s Emerging Perspectives on Instrumental Pedagogy blog.

López-Íñiguez, G. (2016). Driving myself crazy or how I got into Autoethnography. Kone Foundation’s At the Well blog. [English] [Suomeksi

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 345.

Other Scholarly Outputs

Serrano, R. M., & López-Íñiguez, G. (forthcoming, 2024). Editorial. Revista Internacional de Educación Musical, 12(1).

López-Íñiguez, G. (2023). Editorial – Special Issue: Emerging Perspectives on Instrumental and Vocal Pedagogy. Finnish Journal of Music Education, 26(2), 4–7.

López-Íñiguez, G., Serrano R. M., & Aróstegui, J. L. (2023). Editorial. Revista Internacional de Educación Musical, 11(1), 1–2.

Burland, K., Bennett, D., & López-Íñiguez, G. (2022). Editorial: Identity and Music. Musicæ Scientiæ, 26(4), 701–703.

Herrero, L., López-Íñiguez, G., Casanova, O. Zarza-Azulgaray, F. J., & McPherson, G. E. (2022). Editorial: Cognition and Music Performance. Frontiers in Psychology, 13, 923452. 

Serrano, R. M., Aróstegui, J. L., & López-Íñiguez, G. (2022). Editorial. Revista Internacional de Educación Musical, 10(1), 3–4.

Aróstegui, J. L., López-Íñiguez, G., & Serrano, R. M. (2021). Editorial. Revista Internacional de Educación Musical, 9(1), 1–2.

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. (2019). Musings on notations for cello in Beethoven’s Kafka Miscellany. The Beethoven Journal, 34(1), 22–27.

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. (2017). Constructivist self-regulated music learning. Finnish Journal of Music Education, 20(1). 134–138.

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.

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.

Research Dissemination

Invited Keynotes

Laes, T., López-Íñiguez, G.; & Westerlund, H. (2024, July 30). “Beyond Advocacy: Engaging with the Political in Music Education”. Invited collective keynote, 36th World Conference for the International Society for Music Education (ISME), Helsinki (Finland).

López-Íñiguez, G. (2024, January 24). “El complejo ecosistema de los niños con altas capacidades para la música: ¿Cómo podemos facilitarles un futuro más amable?” [“The complex ecosystem of children gifted for music: How can we facilitate a kinder future for them?”]. Keynote at Universidad Alberto Hurtado, Santiago de Chile (Chile).

López-Íñiguez, G. (2023, April 13). “Desafíos en la educación musical profesional de niños y niñas con altas capacidades” [“Challenges in the professional musical education of children with high abilities”]. Keynote at the I Congreso Iberoamericano de Psicología de la Música y Cognición Musical, organised by the Argentinian Society for the Cognitive Sciences of Music (SACCoM), the Brazilian Society for Music Cognition (ABCM), and the Spanish Society for Music Psychology (AEPMIM). International online conference.

López-Íñiguez, G. (2022, April 2). “Well-being, Careers, and Professional Education of Young Artists in Times of Crises”. Opening Keynote at The Young Musicians and Dancers of Europe Speak about Culture!, event organized by the European Union Youth Orchestra (EUYO), the University of the Arts Helsinki, and the Finnish Ministry of Education and Culture. Paavo Hall, Music Centre, Helsinki (Finland).

López-Íñiguez, G. (2020, December 3). “Higher Music Education: Current Needs and  Research interests”. Opening Keynote at the 7th National and 5th International Conference on Superior Conservatoires of Music “CONSMU” , organised by the Spanish Society for Music Education and the Superior Conservatoire of Málaga (Spain). Virtual conference.

López-Íñiguez, G. (2019, March 28). “Artistic Performance Research Studies In Higher Music Education“. Opening Keynote at the International Symposium “What is the Art in Music?, organised by The Alliance for Higher Education (Lehren). Radialsystem V, Berlin (Germany).

López-Íñiguez, G. (2017, November 15). “Instrumental Music Learning: Perspectives from the Learning Sciences”. Closing Keynote at the ResearchWorks Series, Guildhall School of Music and Drama, Rehearsal Room 1, Milton Court, London (United Kingdom).

Invited Talks & Guest Lectures

López-Íñiguez, G. (2024, January 24). “Desafíos y oportunidades del enseñar música en el silo XXI” [“Challenges and opportunities of teaching music in the 21st century”]. Invited talk, Valparaiso University (Chile).

López-Íñiguez, G. (2023, October 19). “The art of connecting multiple research projects across the years to tackle my dream: Caring for children gifted for music”. Invited talk, Ian Potter Southbank Centre, University of Melbourne (Australia).

López-Íñiguez, G. (2023, January 19). “Insights into my 11- plus 5-years’ research journey: What it takes to tackle the musically gifted child paradigm“. Invited talk, University of the Arts Helsinki’s Sibelius Academy Research Forum, Music Centre’s Agora (Finland).

López-Íñiguez, G. (2022, December 6). “Navigating uncertainty in the music industry: Protean careers and learner identity“. Invited talk, Series of Lectures on Musician’s Employability and Careers, University of the Arts Helsinki’s CERADA Research Center and Sibelius Academy (Finland).

López-Íñiguez, G. (2021, October 26). “Autoethnography as a Research Method in Music Psychology”. Invited talk, Madrid Complutense University’s 1st International Seminar on Research in Music Psychology (Spain).

López-Íñiguez, G. (2021, May 17). “The Right to a Childhood for Musically Gifted Children: Academic Acceleration in Higher Arts Education”. Invited talk, University of the Arts Helsinki’s CERADA Research Center and Open Campus (Finland).

López-Íñiguez, G. (2021, March 24). “Ethical Considerations in Autoethnographic Research“Guest lecture, University of the Arts Helsinki’s Joint Doctoral Studies (Finland).

López-Íñiguez, G. (2020, February 28). “When Playing Great Is Not Enough: Developing Learner Identities In (Under)Graduate Classical Musicians“. Guest lecture, Sibelius Academy’s Researcher Lecture Series (Finland).

López-Íñiguez, G. (2019, September 18). “Towards A Learner Identity In Music”. Guest lecture, DocMus Series on Musical Performance Studies, SibA (Finland).

López-Íñiguez, G. (2019, June 11). “Engaging Music Students In Professional Life: Highlights Of An Employability Intervention“Invited talk, Future of Work Institute, Curtin University, Perth (Australia).

López-Íñiguez, G. (2019, March 12). “Presenting My Research Project On Musician’s Learning Identity”. Invited talk, Doctoral Seminar, Royal Northern College of Music, Manchester (United Kingdom).

López-Íñiguez, G. (2018, June 7). “Music Education Policy In Finland: Towards Pedagogical And Structural Equity & The Formative System Of Music Professionals In Finland“. Invited talk, Department of Education, University ‘Jaume I’, Castellón (Spain).

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 (United Kingdom).

López-Íñiguez, G. (2016, September 26). “Research Metrics”. Guest 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“. [Guest video lecture for Arts Equal Research Initiative in Finland, 24 minutes].

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”. Guest lecture, MuTri Doctoral School of the Sibelius Academy, Helsinki (Finland).

López-Íñiguez, G. (since 2014). Several guest lectures on topics related to the educational psychology of music, Sibelius Academy, Helsinki (Finland).

Symposia, Panels & Round Tables

Symposium (refereed; chair): “Providing caring professional education for children gifted for music: A sustainable ecosystem worth advocating”, with the presentation “Caring for musically gifted children: What do various music education and music industry stakeholders suggest?”. 36th World Conference of the International Society for Music Education (ISME). Date TBA, 2024. Helsinki (Finland).

Symposium (refereed): “Facing Diversity, Searching for Commonalities: Music Teacher Education at the European Higher Education Area”, with the presentation “Early career music teachers in Finland: Experiences of connecting pre-service education with working life”. 13th International Conference for Research in Music Education (RIEM). April 13 2023. Online conference. (United Kingdom).

Symposium (refereed): Rethinking Music Performance In European Higher Education Music Institutions”, with the presentation “From narrow professional education in music towards broader social engagements: Towards employability in the Finnish context”. 35th World Conference of the International Society for Music Education (ISME). July 19 2022. Online conference. Brisbane (Australia).

Panel (refereed): “Problematizing looks at musical activity”, with the presentation “Passion in the practice of classical musicians during the COVID-19 pandemic”. 11th Conference of the Chilean Society of Musicology. Online conference. June 11 2022. Universidad Alberto Hurtado (Chile).

Panel (refereed): “Education, Pedagogies and the Psyche”, with the presentation “Adapting to Covid-19 as a Pedagogy of Interruption in Higher Music Education”. The Psychology of Global Crises: State Surveillance, Solidarity and Everyday Life (international virtual conference), May 27 2020. The American University of Paris (France).

Panel (invited): “Think Big – The Internationalization and Professional Career Coaching of Researchers”, with members of Uniarts and the Helsinki EU Office. SibA Research Days, March 18 2019. Helsinki (Finland).

Workshops

López-Íñiguez, G. (2024, date TBA). “Caring for gifted children who study in higher education and work as professional musicians”. Refereed workshop for music professionals. ISME CEPROM Commission 25th International Seminar, Estonian Academy of Music and Theatre, Tallinn (Estonia).

López-Íñiguez, G. (2023, February 4). “Instrumental Music Education: Learner-Centered Innovations”. Invited workshop for in-service music teachers, Kubbo-Mashup Company (Spain).

López-Íñiguez, G. (2022, May 20). “Career Development for Performers: Identity and Employability”. Invited workshop for music students, REACT Training School, University of Aveiro (Portugal).

López-Íñiguez, G. (2022, May 20). “Well-being and Professional Education of Musicians in Times of Crises”. Invited workshop for music students, REACT Training School, University of Aveiro (Portugal).

López-Íñiguez, G. (2021, November 20). “Instrumental Music Education: Learner-Centered Innovations”. Invited workshop for in-service music teachers, Kubbo-Mashup Company (Spain).

López-Íñiguez, G. (2018, March 20). “Musician-Researcher, Reality Or Myth? Different Profiles and Career Management“Lecture-Workshop for researchers, Sibelius Academy Research Days, Black Box, Musiikkitalo, Helsinki (Finland).

Media Coverage

Newspaper Interview (3.2.2024) regarding specialist music education of gifted and talented children by Helsingin Sanomat (Finland).

Video Interview and Academic News Release (26.1.2024) on the research project regarding caring for musically gifted children by the University Alberto Hurtado (Chile).

Academic News Release (24.1.2024) on the research project regarding caring for musically gifted children by the University of Valparaíso (Chile).

Written Interview (17.4.2023) on giftedness education in music for the Finnish Broadcasting Company – Yle (Finland).

Online Newspaper Column (17.4.2023) on my research project regarding caring for musically gifted children for Uusi Suomi (Finland).

TV News Interview (16.4.2023) on innate abilities in music for the Finnish Broadcasting Company – Yle (Finland).

University Interview (26.10.2022) on expanding musicians’ professional education in complex times for Uniarts Helsinki Newsfeed (Finland).

News releases (8.2.2022) on my article published in the journal of Frontiers in Psychology on the effects of COVID-19 on musician’s practice at: EurekAlert!Science MagazineMedical ExpressHonest ColumnistNews BreakAttractive Area, and other sites international sites. 

Video Interview (12.11.2021) on musicians’ motivation and emotion regulation for AEPMIM society, 25 minutes (Spain).

TV Interview (4.2.2021) on professional music education at the program Bona Vesprada, 10 minutes, Valencia (Spain).

Magazine Review (1.11.2020) of my co-edited book on student-centeredness in music at Melómano (Spain).

Magazine Review (1.10.2020) of my co-edited book on student-centeredness in music at Léeme (Spain).

Radio Interview (28.3.2020) on giftedness and talent in music at the program De Banda a Banda, 30 minutes, Valencia (Spain).

Newspaper Review (14.1.2020) of my article published in the journal of Music Education Research on musicians’ careers at the Campus Review (Australia).

Radio Interview (21.9.2019) on musicians’ learning mindsets at the program De Banda a Banda, 15 minutes, Valencia (Spain).

Refereed Conference Paper Presentations

López-Íñiguez, G. (2023, August). “Caring approaches to young, gifted music learners’ education: Is there any evidence?” Paper presented at the 25th Biennial World Conference of the World Council for Gifted and Talented Children (WCGTC). Virtual conference.

López-Íñiguez, G., & McPherson, G. E. (2023, August). “Caring for musically gifted children: What research is out there?” Paper presented at the 9th International Symposium on Performance Science (ISPS). Warsaw (Poland).

López-Íñiguez, G., & Bennett, D. (2022, July). “Transformative impacts in the existing curriculum: A study of developing learner agency and broadening career horizons”. Paper presented at the 24th Commission on the Education of the Professional Musician (CEPROM). Virtual pre-conference. 

López-Íñiguez, G., & Westerlund, H. (2021, December). “Finnish composers’ pathways and livelihoods in a changing professional ecosystem”. Paper presented at the 1st International Music Livelihoods Symposium. Brisbane (Australia).

López-Íñiguez, G., & Coutts, L. (2020, July). “Embracing a learner identity: An Autoethnographic duet exploring disruptive critical incidents in instrumental music pedagogy”. Paper presented at the 23rd Commission on the Education of the Professional Musician (CEPROM). Virtual pre-conference.

López-Íñiguez, G., & Bennett, D. (2019, July). “Engaging Music Students in the Professional Life: The Role of Learning Identity”. Paper presented at the 7th International Symposium on Performance Science (ISPS). Melbourne (Australia).

López-Íñiguez, G., & McPherson, G. E. (2019, July). “Intra-individual Change and Variability in Intentional Self-Regulation: A Concert Cellist Optimizing Performance”. Paper presented at the 7th International Symposium on Performance Science (ISPS). Melbourne (Australia).

López-Íñiguez, G. (2019, April). “On the Transformative Power of Autoethnography as Self-Pedagogy in Higher Music Education: A Cellist’s Journey to Learner Identity Formation”Paper presented at the 11th International Research in Music Education Conference (RIME). Bath Spa (United Kingdom).

López-Íñiguez, G. (2018, September). “The Beethoven-Mendelssohn Project: Constructing Historically Informed Performance Musicians’ Learning Identities, or How Time’s Up on Nineteenth-Century Music Orthodoxy”Paper presented at the Perspectives on Historically Informed Practices in Music Conference. Oxford (United Kingdom).

López-Íñiguez, G. (2018, September). “Learning Identity vs. Classical Music Performance Orthodoxy.A Cellist’s Autoethnography of Embodied Cognition and Self-Regulation”Paper presented at the the 3rd “Doctors in Performance” festival conference. Vilnius (Lithuania).

López-Íñiguez, G. (2017, October). “Propuesta de marco teórico para el análisis de la motivación del músico” [A theoretical framework proposal for the study of musicians’ motivation]Paper presented at the I Congreso Internacional de Psicología de la Música y la Interpretación Musical. Madrid (Spain).

López-Íñiguez, G. (2017, May). “Autoethnography of a classical cellist: The dualism of implicit motives and explicit goals throughout life”. Paper presented at the Thirteenth International Congress of Qualitative Inquiry (ICQI), 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 presented at the Thirteenth International Congress of Qualitative Inquiry (ICQI), 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 presented 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 (ECQI). 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 (ISME). Glasgow (United Kingdom).

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 Conference on Music Research and Education (CEIMUS). 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 (ISPS). 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 (ISPS). 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? They’re conceptions about cello teaching and learning”. Paper presented at the 2nd International Symposium on Performance Science (ISPS), 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).