Cristóbal Vogúmil Abellán de la Rosa

Assistant Professor
Affiliated Departments

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Career Highlights
  • Professor at the Conservatorio Superior de Música de Murcia with 17 years of experience working with UG and Erasmus students
  • Manager and choir director of Masa Coral Tomas Luis de Victoria in Cartagena, Spain, with 13 years of experience
  • Choir director of Chamber Choir Modus Novus with seven years of experience
  • Musicologist and researcher
  • Member of the scientific committee board of the Patrimonio Cultural: Regulación y Propiedad Intelectual-Industrial review at the University of Malaga
  • Transcriber and editor of Libro de Partituras para Guitarra Flamenca by the flamenco guitar player Carlos Piñana
  • Completed archive cataloging of early music at the Colegiata Cathedral in Lorca, Spain
  • Speaker at the II International Flamenco Congress in Cordoba, Spain
  • Government advisor and curriculum developer of LOMCE (National Education Law) in the region of Murcia, Spain
  • Culture working group coordinator in Ciudadanos Region de Murcia
  • Additional musical studies include 10 years of viola (Conservatorio Profesional de Musica de Lorca) and seminar workshops and master classes with Jeff Perry, Jerry Sykes, Michael Rendish, Steve Rochinsky, and Ben Newhouse, among many others
  • Recipient of the Alf Clausen Celebrity Online Scholarship while studying for a master's degree in arranging at Berklee Online
  • Master's degree in musical research to be completed in February 2019, Universidad de Murcia
  • Master's degree certificate, Berklee Online, arranging
  • B.A., Conservatorio Superior de Música de Murcia, musicology
  • B.Ed., Conservatorio Superior de Música de Murcia, music education
  • B.M., Conservatorio Superior de Música de Murcia, choral conducting
  • B.A., Conservatorio Superior de Música de Murcia, the theory of music
  • Professional diploma, Conservatorio Profesional de Música de Lorca, piano
In Their Own Words

"I totally agree with González-Peiteado and Pino-Juste (2016) that if we want to progress towards an effective attention to diversity, we can’t help developing teaching methods that take into account students individual differences, linked to their interests, necessities, aptitudes, potentialities, and particular learning styles."

"I am no more than a facilitator guiding every student's personal learning process, varying my style depending on the nature of the subject matter according to the three Ds: directing, or telling students what to do, following the flipped classroom strategy with reading assignments and collaborating in online discussions before and after the class; discussing, or asking questions and listening to the students in order to encourage critical thinking and respect for other students’ opinions; and delegating, or assigning either individual or team projects to the students in order to promote learning though empowerment. According to my experience as a teacher, with more than 16 years of teaching, this mix of styles is not only valid for the liberal arts courses (Music History and Music, Culture and Society in Spain), but also for the performance and creative writing courses (Survey of Mediterranean Styles and Flamenco Composing and Arranging)."