Carlos Roberto Ramírez

Bio

Originally from Puerto Rico, Carlos Roberto Ramírez (he/él) is a musicologist and harpsichordist whose research engages with theories of power, agency and identity as frameworks for the study of sound and music across two main research areas: Early Modern Spain and the Spanish Atlantic, and contemporary representations of gender, class and race in Puerto Rican musics.

His current book project— Sound and Power in Puerto Rico—is a cultural history of sound’s role in the processes of colonization, meaning-making, and identity-formation in Puerto Rico through case studies that span 500 years of the archipelago’s history.

He has presented his research at a number of conferences and institutions, 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’s research has been supported by Cornell University’s Graduate School Dean’s Fellowship, Cornell University’s Provost Fellowship, Ithaca College Diversity Scholars Pre-Doctoral Fellowship, the Westfield Center for Historical Keyboard Studies, and the University of Illinois (Urbana-Champaign) Campus Research Board. Before joining the faculty at the University of Illinois, Carlos taught at Ithaca College’s School of Music.

Carlos also holds faculty appointments at the Center for Latin American & Caribbean Studies (CLACS), the Program in Medieval Studies, and the  Unit for Criticism and Interpretative Theory.

Areas of Expetise:
Sound Studies
Power and Coloniality
Latine music/sound
Race, Gender, and Identity in Music
Materiality
Historical and Reconstructive Soundscapes
Historically Informed Practice
Historical Keyboards

Teaching Philosophy

As a professor, I’m passionate about encouraging students to think critically about both historical and contemporary topics. I believe that creating an inclusive and respectful classroom environment is key to fostering meaningful discussions and learning. When students feel valued and respected, they are more likely to engage thoughtfully and rigorously with the material.

I’m a believer that scholarship thrives when we embrace diverse perspectives. In my classroom, I aim to create a space where ideas can be shared openly, without fear of judgment, and where diversity in all its forms is encouraged and celebrated. By exposing students to a wide range of viewpoints in a supportive and innovative environment, I hope to inspire them to become thoughtful citizens who appreciate and promote differences. Ultimately, my goal is to empower students with the skills and confidence necessary to become agents of change, no matter where their academic journey leads them.