Guadalupe López Íñiguez

  • Akatemiatutkija, MuTri-tohtorikoulu, Sibelius-Akatemia
    Tuntiopettaja, MuTri-tohtorikoulu, Sibelius-Akatemia
    Tuntiopettaja, Piano, harmonikka, kitara ja kantele, Sibelius-Akatemia
    Vieraileva tutkija, Taidekasvatuksen tutkimuksen tk CERADA, Research hub

Esittely

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, and a freelance cellist.

She is also Co-Editor in Chief of ISME’s Revista Internacional de Educación Musical, commissioner of ISME’s Commission for the Education of the Professional Musician (CEPROM), and member of the European Association of Conservatoires’ (AEC) Artists as Makers in Society (ARTEMIS) project.

She presents her work regularly as an invited speaker and at international congresses of music education and music psychology, 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). She has received numerous competitive funding for research projects, 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 an active chamber and orchestral 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.

Opetus

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

Taiteellinen toiminta

DISCOGRAPHY

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.

Tutkimus ja julkaisut

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). [Forthcoming in December 2022.]

Angel-Alvarado, R., López-Íñiguez, G., Quiroga-Fuentes, I., & Gárate-González, B. (in press). Mapping the cultural elements that support and inhibit music teachers’ sociomusical identities in Chile. Musicæ Scientiæ, 26(3). [Forthcoming in December 2022.]

Burland, K., Bennett, D., & López-Íñiguez, G. (in press). 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(3). [Forthcoming in December 2022.]

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. 

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 pandemicFrontiers in Psychology, 13, 888678.

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 KingdomPsychology of Music. Advance Online Publication.

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2022). Music students’ experienced workload in higher education: A systematic review and recommendations for good practice. Registered in PROSPERO (CRD42020140497). Musicæ Scientiæ. 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 lockdownHeliyon, 8, e08761.

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

López-Íñiguez, G., & McPherson, G. E. (2021). Regulation of emotions to optimise classical music performance: A single-case quasi-experimental study of a cellist-researcherFrontiers 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 cellistFrontiers 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 MiscellanyThe 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 embodimentMusicæ 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 teacherTeaching 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 instrumentsCognition 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 musicBritish 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 evaluationPsychology of Music, 42(2), 157–176.

SPECIAL ISSUE OF A JOURNAL

Burland, K., Bennett, D., & López-Íñiguez, G. (Eds.) (in press). Special Issue on Identity and Music. Musicae Scientiae, 26(3). [Forthcoming in December 2022.]

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

REFEREED EDITED BOOKS

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 approachLandscapes: 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 alumnosMorata.

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.

RESEARCH REPORTS & PUBLICATIONS FOR THE GENERAL PUBLIC

 

REACT – Rethinking Music Performance in European Higher Education Institutions. (2021). Artistic career in music: Stakeholders requirement report. UA 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. (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 3, 45.

REFEREED ARTICLES IN CONFERENCE PROCEEDINGS

López-Íñiguez, G., & Bennett, D. (in press). Transformative impacts in the existing curriculum: A study of developing learner agency and broadening career horizons. In Mitchell, A. (Ed.), proceedings of the 24th International 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. National Library of Australia Cataloguing-in-Publication.

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.

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. 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), 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), Auckland, New Zealand (pp. 321–326). European Association of Conservatoires (AEC).

NON REFEREED ARTICLES/CHAPTERS & OTHER SCHOLARLY OUTPUT

Burland, K., Bennett, D., & López-Íñiguez, G. (in press). Editorial. Musicæ Scientiæ, 26(3). 

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

Aróstegui Plaza, J. L., López-Íñiguez, G., & Serrano Pastor, R. M. (2021). EditorialRevista 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 learningFinnish 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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