Office Location:
520-BOffice Hours:
Tuesday 3:00-5:00; Wednesday 5:30-6:30TC Affiliations:
Faculty Expertise:
Educational Background
Giulia Ripani is Assistant Professor of Music & Music Education in the Department of Arts & Humanities at Teachers College, Columbia University. She conducts interdisciplinary and multi-method research on musical identities, with a particular focus on how individuals use music to express non-musical aspects of themselves. More recently, her work has expanded to examine the intersection of musical identity and mental health.
She holds a Ph.D. in Music Education from the Frost School of Music, University of Miami, where she was awarded the University of Miami Graduate Dissertation Fellowship. Before joining Teachers College, she completed a two-year postdoctoral research fellowship at the Peabody Institute, Johns Hopkins University. Her research has been supported by several sources, including the NAfME/SRME Research Grant and the POE Research Pilot Project Program at the Bloomberg School of Public Health, Johns Hopkins University. Her work has appeared in the Journal of Research in Music Education, Psychology of Music, Update: Applications of Research in Music Education, Music Educators Journal, Bulletin of the Council for Research in Music Education, Frontiers in Neuroscience, and Philosophy of Music Education Review.
Selected Publications
Articles
Ripani, G. (2026). Latino immigrant children’s acculturative stress in music classes: A structural equation model. Journal of Research in Music Education, 73(4), 408-434.
Matei, R., Ripani, G., Phillips, K., & Ginsborg, J. (2025). Validity testing of the Health Literacy Questionnaire on a sample of musicians in the UK. Psychology of music. Advance online publication.
Lesiuk, T. & Ripani, G. (2025). The cognitive and emotional content of music-evoked autobiographical memories in older adults. Psychology of music. Advance online publication.
Lesiuk, T., Dillon, K. E., Ripani, G., Iliadis, I., Perez, G., Levin, B., Sun, X., & McIntosh, R. (2025). Neural activity (fALFF) of music-evoked autobiographical memories in neurotypical older adults. Frontiers in Neuroscience, 18.
Ripani, G. & Zdzinski, S. F. (2024). Beyond the divide between qualitative and quantitative research: Grounded theory and structural equation modeling. Bulletin of the Council for Research in Music Education, 241, 49–74.
Ripani, G. (2023). Music in the lives of immigrant children: A review of literature. Update: Applications of Research in Music Education, 42(1), 51-60.
Ripani, G. (2022). Promoting metron in music education. Philosophy of Music Education Review, 30(1), 4-23.
Ripani, G. (2022). Storytelling: An engaging teaching tool in ensemble classes. Music Educators Journal, 109(2), 22–28.
Ripani, G. (2022). Children’s representations of music, musical selves, and musical engagement: Content and socio-demographic influences. Journal of Research in Music Education, 70(3), 271–296.
Ripani, G. (2021). What do adults think of music? Psychology of Music, 49(6), 1701-1720.
Related Articles
Rethinking musicians' mental health: Part I
Honors and Awards
Grants
NAfME/SRME Grant (2024–2026). Well-Being and Turnover Intentions of Music Teachers from Minority Groups: A SEM Model, with Dr. Carlos R. Abril.
POE Research Pilot Project Program, Bloomberg School of Public Health, Johns Hopkins University (2024–2025). Work-Related Influences on Musicians’ Mental Health: A Pilot Study, with Dr. Raluca Matei.
Dr. M. L. Pearce Foundation (2022–2024). Music and the Aging Brain. Research Assistant (PI: Dr. Teresa Lesiuk).
Frost School of Music Fund, University of Miami (Spring 2023). Towards Equity in Music, with Livia E. de Moraes.
University of Miami Dissertation Fellowship (2022–2023). Latino Immigrant Children’s Acculturative Stress in Music Classes: A Structural Equation Model.
UM Racial Justice Pilot Grant Program, University of Miami (2021–2022). Racial Bias and Equity in Music, with Livia E. de Moraes.
Citizens Board Select Project Fund, University of Miami (2018–2019). Miami Strings Institute, with Dr. Robert C. Saunders.