Guillermo Luppi

Musicologist

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  • Guillermo A. Luppi was born in Buenos Aires, Argentina, in 1987. From a young age, he developed a passion for music—not only performing but also studying its history, aesthetics, and cultural impact. He earned a Bachelor's degree in Music Composition from the Catholic University of Argentina. Between 2012 and 2013, he gained international teaching experience as a Spanish language instructor at two prestigious high schools in Paris, thanks to a fellowship from the Académie de Paris.

Upon returning to Argentina, he worked at the Museo de Arte Latinoamericano de Buenos Aires (MALBA), where his exposure to visual arts enriched his interdisciplinary approach to music and culture. He then completed a Master’s degree in Musicology at Utrecht University in the Netherlands (2017) and earned a Ph.D. in Musicology from Duke University in the United States (2025), focusing on the relationships between music, poetry, and the visual arts. Guillermo has taught diverse courses on music history, popular music, and interdisciplinary topics, demonstrating adaptability to varied educational contexts. He currently lives in Buenos Aires and is committed to inspiring students globally through research, teaching, and the coordination of artistic and cultural events.

  • Universities attended -
  • Duke University- PHD, Musicology
  • Duke University- Master's degree, Musicology
  • Preferred format of mentorship - 1-on-1 mentoring, Small group research (2–3 students), Short-term Pods (4–6 sessions), Flexible / I’m open to different formats
  • Time zone - Argentina Standard Time (ART), UTC−3
  • Your general weekly avability for sessions - Monday to Friday, 10:00 a.m. – 6:00 p.m. (ART) Saturday, 10:00 a.m. – 12:00 p.m. (ART)
  • Brief Summary of Your Research Interests.
  • My teaching interests encompass music history, theory, and aesthetics, with a particular focus on popular music and its social contexts. I am passionate about exploring the intersections between music and the humanities, encouraging students to understand music not only as an art form but also as a cultural and social phenomenon.
  • Please describe your past experience mentoring or teaching students.
  • I have served as a Teaching Assistant (TA) for ten undergraduate courses at Duke University, working with students ranging from freshmen to seniors and from a wide range of disciplines, including STEM fields. These students came not only from across the United States, but also from around the world, bringing diverse perspectives into the classroom. The courses covered topics such as music history, jazz, neuroscience, popular music, and music theory. In these roles, I led discussion sections, provided individualized feedback on assignments, and graded exams. Courses I supported include Mozart: Movie, Missive & Music, Nineteenth Century Music, Giants of Jazz, Music and the Brain, and Theory & Practice of Tonal Music, among others. This experience has helped me develop strong mentoring skills and an inclusive teaching approach that encourages students from varied backgrounds to engage critically with complex musical and interdisciplinary subjects.
  • List 3–5 example project ideas students could pursue with your guidance.
  • Music History.
    Exploring major developments, figures, and works across different musical traditions and time periods, with an emphasis on contextual and critical thinking.
  • Music and Resistance: How Music Shapes Social Movements
    A research-based project examining how diverse musical genres have expressed identity, resistance, and social change in various cultural and historical contexts—from folk and punk to hip hop and protest songs.
  • Music and the Arts in Dialogue
    An interdisciplinary exploration of how music interacts with other artistic forms such as painting, film, poetry, and design. Students may analyze visual representations of music, explore the use of sound in visual media, or develop their own creative responses.
  • Building a Personal Sonic Archive
    A project in which students curate and reflect on a selection of songs that have shaped their identity, experiences, or community. This combines autobiographical storytelling with cultural analysis, and can take the form of a written essay, podcast, digital playlist with commentary, or multimedia presentation.
  • What types of final deliverables can your students expect to produce?
  • Research paper
  • Literature review
  • Data analysis report
  • A musical piece
  • A song
  • An essay
  • A cultural project
  • Any additional project themes, trending ideas, or real-world challenges you’d love to explore with motivated high school students?
  • I'm open to mentoring students on any project they feel passionate about, especially if it connects with music, the arts, or the humanities more broadly. I enjoy helping students shape their own questions and explore topics that matter to them—whether rooted in personal experience, global issues, or creative experimentation.
  • 🗣️ Communication & Presentation
  • Academic writing (papers, reports)
  • Public speaking / oral presentations
  • Creating research posters or infographics
  • Storytelling through data
  • Making a compelling final product (website, video, podcast, app)
  • 🔍 Research & Inquiry Skills
  • Formulating research question
  • Conducting literature reviews
  • Identifying credible sources
  • Understanding academic research structures (papers, abstracts, citations)
  • Synthesizing information from multiple sources
  • 🧠 Critical Thinking & Analysis
  • Analyzing arguments and data
  • Identifying biases and limitations
  • Drawing logical conclusions
  • Evaluating conflicting evidence
  • 📊 Quantitative & Qualitative Methods
  • Designing experiments or surveys
  • Data visualization
  • 🎨 Creativity & Problem-Solving
  • Brainstorming innovative solutions
  • Connecting interdisciplinary ideas
  • Applying knowledge to real-world challenges
  • 📅 Project Management & Organization
  • Setting research goals and timelines
  • Managing independent work
  • Documenting progress
  • Revising based on feedback
  • 🤝 Collaboration & Mentorship
  • Working in small research teams
  • Engaging in intellectual discussions
  • Receiving and applying constructive feedback
  • Building research confidence and autonomy