Professor Daniel Mateos-Moreno

  • Visiting Academic (School of Education)

Biography

Daniel Mateos-Moreno is an internationally acclaimed musician, educator and researcher. He is a Visiting Academic for the session 2023-2024, hosted by Professor Oscar Odena. Before joining the University of Glasgow, Dr. Mateos-Moreno served as Reader at the University of Karlstad (Sweden), Associate Professor at the University of Malaga (Spain) and Teaching Assistant at Carnegie-Mellon University (USA). Additionally, Dr. Mateos-Moreno held membership of Robinson College at the University of Cambridge (UK). Prof. Mateos-Moreno has also worked as expert for the European Commission (Brussels) for the assessment of projects submitted to the Education, Audiovisual and Culture Executive Agency of the European Union. 

Dr. Mateos-Moreno holds degrees from the University of Cambridge (UK), Carnegie-Mellon University (USA) and the University of Malaga (Spain). 

Honors and prizes include listed in Who's Who in the World (31st Edition), included among Top 100 Educators (year 2014) by the International Biographical Center (Cambridge, UK), winner of the Maria Zambrano Research Prize in Arts & Humanities sponsored by Banco Santander, first prize of the Harry G. Archer Memorial Prize for orchestral works in the 2005 edition (Pittsburgh, USA) and finalist in the Morton Gould Young Composers Award (New York, USA).

His research includes studies within the fields of music education, psychology of music, musicology and music therapy; by means of qualitative, quantitative and mixed-method methodologies. As a composer, laureated as “one of Spain’s finest young composer” by Northamerican music journal Soundboard (Richard Long), as the author of “very involving” music (Colin Clarke, Fanfare Magazine), and “as an author who knows how to say whatever he wants while touching the audience” by Spanish newspaper El Mundo (Tomás Marco). Music compositions have been performed in different international venues such as Radiofabrik (Salzburg, Austria), National Spanish Radio (RNE2), Bethanienklooster (Amsterdam), Carnegie Music Hall & Kresge Recital Hall of Pittsburgh (USA), Bloomington Center for the Arts (USA), Cambridge Kettle's Yard (U.K.), Cardiff University Concert Hall (U.K.) and Millenium-Hall in Tokyo (Japan), among many others.

 

Research interests

  • Music Education 
  • Psychology of Music
  • Music/Art Therapy
  • Musicology
  • Music composition

Publications

List by: Type | Date

Jump to: 2023 | 2022
Number of items: 12.

2023

Mateos-Moreno, D. and Atencia-Doña, L. (2023) Looking at the big picture. In: Aithal, S. and Karkou, V. (eds.) Arts Therapies Research and Practice with Persons on the Autism Spectrum: Colourful Hatchlings. Routledge, pp. 146-158. ISBN 9781032063089 (doi: 10.4324/9781003201656-13)

Mateos-Moreno, D. and Bravo-Fuentes, P. (2023) The iron cage of the music teaching profession: A multi-case study on how primary music teachers in Spain understand bureaucracy. International Journal of Music Education, (doi: 10.1177/02557614231196594) (Early Online Publication)

Mateos-Moreno, D. and Bravo-Fuentes, P. (2023) The subject ‘music’ from inside versus outside the music teaching profession: a comparative case study on the views of music and non-music primary education teachers in Spain. Music Education Research, 25(4), pp. 447-457. (doi: 10.1080/14613808.2023.2244523)

Mateos-Moreno, D. and Antonio De la Ossa Martínez, M. (2023) Aproximación teórica y legislativa al moderno concepto de competencia artística en el contexto educativo español. Tercio Creciente, 24, pp. 7-24. (doi: 10.17561/rtc.24.7509)

Mateos-Moreno, D. and Hoglert, A. (2023) Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice. British Journal of Music Education, (doi: 10.1017/S0265051723000025) (Early Online Publication)

Mateos-Moreno, D. and Erlanson, E. (2023) Should improvisation be regularly included in music lessons? A single-case quasi-experimental study exploring the differences in the electrical activity of the brain between musical improvisation and sight-reading. Education Sciences, 13(2), 191. (doi: 10.3390/educsci13020191)

2022

Mateos-Moreno, D. and Isabel Gallego-García, C. (2022) How is educational legislation mirrored in textbooks? A mixed-method study in relation to the minimum contents of music education in Early Childhood Education (3-6 years) = ¿Cómo se refleja la legislación educativa en los libros de texto? Un estudio de metodología mixta en relación a los contenidos mínimos de educación musical en el segundo ciclo (3-6 años) de educación infantil. Revista Electrónica de LEEME, 50, pp. 31-35. (doi: 10.7203/LEEME.50.24657)

Mateos-Moreno, D. and Erlanson, E. (2022) Investigating one-to-one instrumental music lessons in relation to a training programme on Paul Harris’ simultaneous learning. International Journal of Music Education, (doi: 10.1177/02557614221137844) (Early Online Publication)

Mateos-Moreno, D. (2022) What music teacher will I be? A case study on the teaching philosophies of last-year pre-service Swedish music teachers. Revista Musica Hodie, 22, e74137. (doi: 10.5216/mh.v22.74137)

Mateos-Moreno, D. (2022) Las competencias en la normativa educativa europea y española. Marco legislativo y estado de la cuestión. In: de la Ossa Martínez, M. A. (ed.) La educación y formación musical en el siglo XXI: ¿somos competentes para el enfoque competencial. Sílex Ediciones, pp. 195-246. ISBN 9788419077721

Mateos-Moreno, D. (2022) What are the landmarks in a community music project? The case of the Kithara Project. In: Odena, O. (ed.) Music and Social Inclusion:International Research and Practice in Complex Settings. Series: SEMPRE studies in the psychology of music. Routledge, pp. 84-99. ISBN 9781032037196 (doi: 10.4324/9781003188667-9)

Mateos-Moreno, D. (2022) Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession. International Journal of Music Education, 40(4), pp. 489-501. (doi: 10.1177/02557614211073138)

This list was generated on Tue May 21 09:04:58 2024 BST.
Number of items: 12.

Articles

Mateos-Moreno, D. and Bravo-Fuentes, P. (2023) The iron cage of the music teaching profession: A multi-case study on how primary music teachers in Spain understand bureaucracy. International Journal of Music Education, (doi: 10.1177/02557614231196594) (Early Online Publication)

Mateos-Moreno, D. and Bravo-Fuentes, P. (2023) The subject ‘music’ from inside versus outside the music teaching profession: a comparative case study on the views of music and non-music primary education teachers in Spain. Music Education Research, 25(4), pp. 447-457. (doi: 10.1080/14613808.2023.2244523)

Mateos-Moreno, D. and Antonio De la Ossa Martínez, M. (2023) Aproximación teórica y legislativa al moderno concepto de competencia artística en el contexto educativo español. Tercio Creciente, 24, pp. 7-24. (doi: 10.17561/rtc.24.7509)

Mateos-Moreno, D. and Hoglert, A. (2023) Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice. British Journal of Music Education, (doi: 10.1017/S0265051723000025) (Early Online Publication)

Mateos-Moreno, D. and Erlanson, E. (2023) Should improvisation be regularly included in music lessons? A single-case quasi-experimental study exploring the differences in the electrical activity of the brain between musical improvisation and sight-reading. Education Sciences, 13(2), 191. (doi: 10.3390/educsci13020191)

Mateos-Moreno, D. and Isabel Gallego-García, C. (2022) How is educational legislation mirrored in textbooks? A mixed-method study in relation to the minimum contents of music education in Early Childhood Education (3-6 years) = ¿Cómo se refleja la legislación educativa en los libros de texto? Un estudio de metodología mixta en relación a los contenidos mínimos de educación musical en el segundo ciclo (3-6 años) de educación infantil. Revista Electrónica de LEEME, 50, pp. 31-35. (doi: 10.7203/LEEME.50.24657)

Mateos-Moreno, D. and Erlanson, E. (2022) Investigating one-to-one instrumental music lessons in relation to a training programme on Paul Harris’ simultaneous learning. International Journal of Music Education, (doi: 10.1177/02557614221137844) (Early Online Publication)

Mateos-Moreno, D. (2022) What music teacher will I be? A case study on the teaching philosophies of last-year pre-service Swedish music teachers. Revista Musica Hodie, 22, e74137. (doi: 10.5216/mh.v22.74137)

Mateos-Moreno, D. (2022) Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession. International Journal of Music Education, 40(4), pp. 489-501. (doi: 10.1177/02557614211073138)

Book Sections

Mateos-Moreno, D. and Atencia-Doña, L. (2023) Looking at the big picture. In: Aithal, S. and Karkou, V. (eds.) Arts Therapies Research and Practice with Persons on the Autism Spectrum: Colourful Hatchlings. Routledge, pp. 146-158. ISBN 9781032063089 (doi: 10.4324/9781003201656-13)

Mateos-Moreno, D. (2022) Las competencias en la normativa educativa europea y española. Marco legislativo y estado de la cuestión. In: de la Ossa Martínez, M. A. (ed.) La educación y formación musical en el siglo XXI: ¿somos competentes para el enfoque competencial. Sílex Ediciones, pp. 195-246. ISBN 9788419077721

Mateos-Moreno, D. (2022) What are the landmarks in a community music project? The case of the Kithara Project. In: Odena, O. (ed.) Music and Social Inclusion:International Research and Practice in Complex Settings. Series: SEMPRE studies in the psychology of music. Routledge, pp. 84-99. ISBN 9781032037196 (doi: 10.4324/9781003188667-9)

This list was generated on Tue May 21 09:04:58 2024 BST.

Supervision

  • LU, Yi
    Multicultural education in secondary music classrooms in China: an exploration of teachers' practices of culturally responsive teaching
  • Wei, Zhiqin
    A Cross-cultural Comparison of Music Education in China and the UK with a special focus on class sizes, resources and teacher attitudes

Teaching

  • Supervision of Ph.D. students.
  • Lectures on research and music education.