Guadalupe López-Íñiguez

Senior Researcher at Sibelius Academy / Honorary Senior Fellow at Melbourne Conservatorium of Music

Many professional musicians would describe their careers as somewhat different to the careers they imagined when they were students. This study sought to understand the relationships between musicians' higher music education experiences and their professional work, and to expose the adaptive strategies they employ to sustain their work. The researc...

The professional practice of classical music performers has been better understood and enhanced across the last two decades through research aimed at tailoring rehearsing strategies that support the development of a sense of self as an agentic and proactive learner. One approach focuses on helping students make use of various tools that can enhance...

Making sense of musicians’ professional learning pathways is of crucial importance to understanding their career progressions, their routes into creative employment, and the relevance of various policies to their professional lives. However, this is a far cry from understanding how critical reflection catalyses diverse learning routes, especially w...

This study reviews empirical research literature that deals with existing caring approaches to nurture and educate gifted children in music. The focus on the ethics of care stems from the need to expand notions of talent development in music from a purely behaviorist focus often associated with traumatic experiences, toward a perspective that addre...

The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in this handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate musi...

As Artistic Research (AR) is gaining momentum in academia and the movement has begun to affect the industry, in this qualitative study we ask how contemporary art music composers in Finland think of artistic doctoral education in the field of composition. Ten bigenerational composers participated in open interviews in which they were asked to refle...

Sociomusical identities determine the social positions of individuals based on traditions and historical backgrounds, deriving from the reciprocal interchange of cultural elements within social groups. This study aimed to identify the cultural elements that support and inhibit the sociomusical identities of music teachers in Chile. Because the coun...

This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musi...

Establishing a career as a performing classical musician is strongly linked to 1) facing fierce competition during and after professional studies, 2) the ability of developing a multiplicity of skills that go beyond the craft of the instrument/voice, and 3) being flexible/agile to adapt to the constant changes and demands of the music industry. How...

Contemporary professional landscapes in classical music fields are rapidly changing and younger generations of musicians are confronting their creative careers, more often than not in connection to self-employment and freelancing. This narrative inquiry investigates the pathways and livelihoods of composers in a changing professional ecosystem thro...

Sociomusical identity pursues integrative goals, as it establishes bridges between musical identities from a perspective based on transculturation and post-ethnicity. The current study aims to observe the influence of social groups in the construction of sociomusical identity, using a simple random sample comprised of 417 students who attend Chilea...

The classical music sector faces an urgent challenge as increasing numbers of performance graduates struggle to establish themselves as full-time professional musicians. In part, this situation relates to narrow higher music education curricula that do not sufficiently prepare musicians for the precarious and non-linear careers that characterize mu...

One-to-one tuition is an essential part of studying music and is appreciated by the music students. Problems can occur when there are diverse perceptions between teacher practice and student expectations. This study provides research-based evidence on 155 music students' experiences of workload, stress, and coping in their interaction with teachers...

While there is extensive research on student workload in higher education, research-based findings relating to music students' workloads are, to a great extent, lacking. In this study, we aim to review the literature systematically (a) to identify the factors that have an impact on students' experiences of workload (experienced workload) and (b) to...

The widespread cancelation of cultural events during the early 2020 stages of the COVID-19 pandemic led professional performing musicians across the world to experience an increasing economic fragility that threatened their health and wellbeing. Within this “new normal,” developing countries have been at a higher risk due to their vulnerable health...

Previous chapters have suggested that to change the way in which music is taught, and specifically instrumental music, as prescribed, the students need to be able to learn music in new ways.

This chapter focuses on relevant issues to instrumental music pre-service and in-service teachers, such as the need to strengthen their teaching strategies and skills; the importance of offering pedagogical certification in Higher Education; the importance of reflection on their teaching practices; the types of support available for their developme...

Some years ago, in an analysis on what is happening in primary and secondary education classrooms, one of us (Pozo, 2006) referred to the film “The Sleeper” directed by Woody Allen in 1973, to serve as a metaphor for the educational situation.

Please keep calm, dear reader, this book is nearly at an end, and we began it by drawing attention to the need for a profound change in instrumental music education. The first two chapters examined the reasons why this change seemed necessary and the presence of a general social awareness that instrumental teaching is currently a non-starter.

As we have just seen in previous chapters, ways of learning and teaching are determined by how teachers and students conceive of their learning and teaching functions: what do they think learning and teaching is? What are the goals they hope to achieve? What must the student do to learn and how can the teacher help them? what should evaluation cons...

Proactive coping styles may help students deal with their study workload and stress in healthier ways. In this explanatory mixed methods study, data were gathered among professional students in higher music education in Finland and the United Kingdom about their experiences of workload, stress, and proactive coping. Bivariate analyses were used to...

In the past 2 years our world has experienced huge disruptions because of COVID-19. The performing arts has not been insulated from these tumultuous events with the entire music industry being thrown into a state of instability due to the paralyzing effects of the COVID-19 pandemic. In this study, we examined how classical professional musicians' a...

The COVID-19 lockdown in education institutions required music teachers to use ICTto continue teaching. This research study, with the use of a Likert type online questionnaire, analyses the ICT activities carried out during this period and the learning conceptions they reflect. The questionnaire consisted of the description of activities which vari...

REACT - Rethinking Music Performance in European Higher Education Institutions is an Strategic Partnership project 2020-2023, funded by ERASMUS+, European Commission. REACT is a reaction to a current problem arising from the long-established model for teaching music performance in Higher Education Institutions (HEIs): musicians are trained for acqu...

This chapter examines evidence from the research on one-to-one learning and teaching contexts. We conceptualise one-to-one vocal and instrumental teaching as an informal professional discipline that may vary across contexts with regard to purpose, content and pedagogical values and approaches. We discuss the ways that learning is constructed within...

The situational context within which an activity takes place, as well as the personality characteristics of individuals shape the types of strategies people choose in order to regulate their emotions, especially when confronted with challenging or undesirable situations. Taking self-regulation as the framework to study emotions in relation to learn...

[NOTE: An Open Access version of this manuscript will be available shortly.] Research in higher music education acknowledges a persistent divide between performance studies and the realities of musicians’ work. Alongside this is global pressure for curriculum that is more supportive of students’ metacognitive engagement, experiential learning and...

Neoliberal education policies-viewing students' life as human capital, economic investment for the labour market and consumer power-may increase students' workload in higher education. In this mixed methods study, we examined music students' experiences of workload in Finland and the United Kingdom in connection with stress and livelihoods. We used...

https://www.edmorata.es/libros/aprender-y-ensenar-musica-un-enfoque-centrado-en-los-alumnos Muchos profesores, y casi todos los alumnos, comparten la experiencia cotidiana de no lograr enseñar o aprender música como les gustaría. La educación musical está en una profunda crisis no siempre reconocida, frente a la cual este libro defiende un cambio...

El análisis y la reflexión sobre las prácticas de enseñanza y aprendizaje son esenciales para avanzar en la investigación, la innovación y la formación docente, los tres pilares sobre los que debe sostenerse el cambio educativo. En este capítulo mostraremos que ese análisis requiere profundizar en las prácticas, así como conocer las concepciones de...

Curricular reforms in Western countries call for pedagogical practices that empower and transform students into professional musicians who have the capacity for deep critical thinking and engagement. For this, several pedagogical frameworks that place the student at the centre of learning have been considered during the last decades. This construct...

The aim of this paper is to explore a range of largely embodied vocalisations and sounds produced by learners of string instruments and how they relate to the potential self-regulatory use provided by such vocalisations. This type of 'singing' while learning to play an instrument may have similarities to the use of private speech in other types of...

This layered autoethnography comprises momentary scenes connected to musical pieces for cello that are engraved in my memory and on the calluses of my fingertips by significant physical, emotional, and motivational experiences that have accompanied me since my youth. My artful methodology invokes truthful memory through sound to compose a “methodol...

This toolkit provides information about relevant research on constructivist instrumental music teaching and learning, and offers suggestions for teachers on how to enact pedagogical equality through putting constructivist theories into practice. Constructivist ideals are embedded in the new national core curricula for Basic Education in the Arts, w...

Tämä työkalupakki tarjoaa tietoa konstruktivistisen soiton­ opetuksen ja musiikin oppimisen keskeisestä tutkimuk­ sesta ja antaa suosituksia opettajille siitä, kuinka soveltaa konstruktivismia käytännössä. Taiteen perusopetuksen uudet opetussuunnitelman perusteet (2017) pohjautuvat konstruktivismiin. Se tarkoittaa muun muassa sitä, että soi­ tonope...

While quality development has an important role in higher education in Finland, its connection with equality and equity in teaching and learning music is not often mentioned. Most of the discussions about equality in education have focused on how to equalize access to and participation in education, but there are disagreements about what the very c...

A case study was conducted on an expert cello teacher and a 7- year-old student, to analyze the relationships between the teacher's constructive conceptions and instructional practices, by means of the System for Analyzing the Practice of Instrumental Lessons. This article describes a constructive teaching model based on: (a) the student's learning...

Video File, 24 minutes lecture on constructivism in music education for Arts Equal Research initiative (University of the Arts Helsinki, Finland). Retrieved from http://www.artsequal.fi/-/play-it-again-sam-connections-between-constructivism-and-equality-in-instrumental-music-learning

While many studies have considered the association between teachers’ and students’ conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers’ conceptions on students’ conceptions. Our objective was to analyze the influence of music teachers’ conceptions on student ideas regarding teaching an...

Recent research on music teaching and the curricula proposed in different countries increasingly insists on moving towards teaching centered on managing students’ mental processes according to the constructivist approach. However, studies on conceptions and practices of teaching–learning show that these still largely focus on transmitting the music...

We present an exploratory study about the conceptions held by basic level conservatory students about what they think of cello teachers and how different teaching strategies could improve their learning skills, fo- cused on the educational-evolutionary variable. In this research, twelve Spanish children participated, and they were evenly in four di...