Guadalupe López Íñiguez

  • Postdoctoral Researcher, Taidekasvatuksen tutkimuksen tk CERADA, Research hub
    Part-time teacher, MuTri-tohtorikoulu, Sibelius Academy
    Part-time teacher, Piano, harmonikka, kitara ja kantele, Sibelius Academy
    Visiting researcher, Taidekasvatuksen tutkimuksen tk CERADA, Research hub

Introduction

Guadalupe López-Íñiguez is Associate Professor (dosentti) of Music Education at the Sibelius Academy in Helsinki, Research Fellow at the Center for Educational Research and Academic Development in the Arts of the University of the Arts Helsinki.

She is also Vice-President of the Spanish Society for Psychology of Music, Co-Editor in Chief of ISME’s Revista Internacional de Educación Musical, member of the European Association of Conservatoires (AEC) – Artists as Makers in Society (ARTEMIS) project’s Capacity Building Working Group, and a freelance cellist.

Her scholarly expertise and interests in music research include cognitive and social constructivism (psychological school), self- regulation/efficacy/determination for performance optimisation, lifelong learning, musical and learner identities, musicians’ employability and careers, giftedness and talent, and emotion theories.

She presents her work regularly as an invited speaker and at international congresses, and has been published in books and impact journals indexed in the Web of Knowledge—through an unusually wide range of research methods. She is also the co-editor of Learning and teaching in the music studio. A student-centred approach (Springer, 2022).

Guadalupe serves as an expert for various journals, conferences, and institutions (e.g., European Commission), and have received numerous competitive funding for projects related to the psychology of music learning and arts education, both as a leader (e.g., Academy of Finland, FPU-UAM Spain, Kone Foundation, Wihuri Foundation) and as a collaborator (I+D+i, Academy of Finland, Erasmus+), in addition to research prizes (e.g., Prize Bankia in the category of Best Music Researcher; Best PhD Thesis in Psychology Prize at her alma mater university). Dr. López-Íñiguez has been a visiting scholar at top-notch universities and works regularly with world-leading scholars.

In addition to her academic career, Dr. López-Íñiguez is a critically acclaimed active solo and chamber musician who has performed in notable festivals and venues in Europe, Russia and the US, having released two critically acclaimed recordings with the complete cello works by Gabrielli, Scarlatti and Mendelssohn for Alba Records.

Teaching

Supervisor of doctoral candidates’ dissertations at the MuTri Doctoral School and teacher in the Teachers’ Pedagogical Studies program.

Artistic activities

Domenico Gabrielli & Alessandro Scarlatti: Complete Cello Works. Guadalupe López Íñiguez & Continuo Group. Released by Alba Records in 2018.

Felix Mendelssohn: Complete Piano & Cello Works. Guadalupe López Íñiguez & Olga Andryushchenko. Released by Alba Records in 2019.

Research and publications

REFEREED JOURNAL ARTICLES

López-Íñiguez, G., Burland, K., & Bennett, D. (in press). Understanding the musical identity and career thinking of postgraduate classical music performance students [Special issue on Identity and Music].Musicæ Scientiæ, 26(3). 

Angel-Alvarado, R., López-Íñiguez, G., Quiroga-Fuentes, I., & Gárate-González, B. (in press). Mapping the mechanisms of support/inhibition of the sociomusical identity of music schoolteachers in Chile. Musicæ Scientiæ, 26(3). 

Burland, K., Bennett, D., & López-Íñiguez, G. (in press). Validation of the Musical Identity Measure (MIM) [Special issue on Identity and Music]. Musicæ Scientiæ, 26(3).

Jääskeläinen, T., & López-Íñiguez, G. (in press). Tools for teachers to support music students in managing and coping with their workload in higher education. Frontiers in Education.

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (in press). Music students’ experienced workload in higher education: A systematic review and recommendations for good practice. Musicæ Scientiæ.

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.

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. Advance Online Publication.

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, 8, e08761.

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., & Burnard, P. (2021). Towards a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute? Research Studies in Music Education.

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., & 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., & 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.

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.

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.

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. Musicæ Scientiæ, 24(3),  442–464.

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.

SPECIAL ISSUE OF A JOURNAL

Burland, K., Bennett, D., & López-Íñiguez, G., (2022). Special Issue on Identity and Music. Musicae Scientiae, 26(3).

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

REFEREED EDITED BOOKS (in English)

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. Landscapes: Arts, Aesthetics. Springer.

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.

REFEREED BOOK CHAPTERS

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

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. 371–387). Landscapes: Arts, Aesthetics. 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. 213–230). Landscapes: Arts, Aesthetics. 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: Arts, Aesthetics. Springer.

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, and J. A. Torrado (Eds.), Learning and teaching in the music studio. A student-centred approach (pp. 347–369). Landscapes: Arts, Aesthetics. Springer.

Pozo, J. I., Pérez-Echeverría, M. P., López-Íñiguez, G., & Casas-Mas, A. (2022). 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. 141–179). Landscapes: Arts, Aesthetics. 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.

REFEREED 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 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.

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.

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). 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).

NON REFEREED ARTICLES/CHAPTERS & OTHER SCHOLARLY OUTPUT

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

Aróstegui Plaza, J. L., López-Íñiguez, G., & Serrano Pastor, 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. (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. (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. (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. (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.

López-Íñiguez, G. (2013). Report from the ‘5th Symposium on Instrumental and Vocal Pedagogy’, Sibelius Academy, 22nd and 23rd of February 2013. Finnish Journal of Music Education, 16(1), 96–99.

DISSERTATION & THESIS

López-Íñiguez, G. (2014). Conceptions and instructional practices of string instrument teachers: Influence on the conceptions and levels of musical comprehension of their students. Unpublished PhD Dissertation. Doctorate Program in Development, Learning and Education. Faculty of Psychology, Universidad Autónoma de Madrid, Spain.

López-Íñiguez, G. (2008). Concepciones de alumnos de Grado Elemental de violonchelo sobre la enseñanza y el aprendizaje [Elementary level cello students’ conceptions of music teaching and learning]. Unpublished Master Thesis. Programme: History and Sciences of Music. Faculty of Philosophy and Literature, Universidad Autónoma de Madrid, Spain.

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