BMus, MMus, MA, PhD
Originally from Puerto Rico, Carlos Roberto Ramírez is a musicologist and harpsichordist whose primary research area is the study of Early Modern music and culture, focusing on the convergence of musical practice, organology, the history of the book, and subjectivity from 1350 to 1750. Carlos’s secondary research area examines representations of gender, class, and race in Latinx musics, exploring the interaction of structures of power and subject-formation in the genre of reggaeton.
An advocate for the combination of musical practice and scholarship, Carlos performs regularly and has had the opportunity to study historically informed practice with some of the leading exponents in the field such as Christopher Hogwood, Jordi Savall, Robert Wiemken, Helmuth Rilling, Neal Zaslaw, Annette Richards, and Joyce Lindorff. He has presented his research at a number of conferences, including the the Symposium of the International Festival of Spanish Keyboard Music (FIMTE), the Royal Musical Association (RMA), Columbia University, Princeton University, and the American Musicological Society (AMS).
Carlos was awarded the Bachelor of Music and Master of Music degrees in Music History and Historical Keyboard performance at Temple University’s Boyer College of Music and Dance (Philadelphia, PA), where he studied harpsichord with Joyce Lindorff and Musicology with Stephen Willier; he was awarded the Master of Arts and Doctor of Philosophy degrees at Cornell University’s Department of Music (co-chaired by Judith A. Peraino and Neal A. Zaslaw). Carlos's research has been supported by Cornell University’s Graduate School Dean’s Fellowship, Cornell University’s Provost Fellowship, Ithaca College Pre-Doctoral Diversity Fellowship, and the Westfield Center for Historical Keyboard Studies. Before coming to the University of Illinois, Carlos taught at Ithaca College’s School of Music.
As an instructor, I believe in encouraging students to think critically about historical and contemporary subjects and expect rigorous, thoughtful engagement in the classroom. It is my experience that for this to be possible, classes should take place in an inclusive environment where mutual respect forms the framework of the interaction between the members of the learning community. I am an ardent advocate of diversity and believe that scholarship thrives when plurality of thought is not only encouraged but celebrated, and when ideas can be shared and explored free of judgement and prejudice. I believe that in order to create critical citizens who celebrate and encourage difference, diversity in all its forms must first be made available to students in an environment that is socially and academically innovative, and which fosters its students’ capacity to create change.