1: Stephen Malloch & Colwyn Trevarthen: Musicality: communicating the vitality and interests of life Part 1 - The Origins and Psychobiology of Musicality 2: Ellen Dissanayake: Root, leaf, blossom, or bole: concerning the origin and adaptive function of music 3: Per Aage Brandt: Music and how we became human: a view from cognitive semiotics - exploring imaginative hypotheses 4: Bjorn Merker: Ritual foundations of human uniqueness 5: Ian Cross & Iain Morley: The evolution of music: theories, definitions and the nature of the evidence 6: David N Lee & Benjamin Schoegler: Tau in musical expression 7: Jaak Panksepp & Colwyn Trevarthen: The neuroscience of emotion in music 8: Robert Turner & Andreas A Ioannides: Brain, music and musicality: inferences from neuroimaging Part 2 - Musicality in Infancy 9: Katerina Mazokopaki & Giannis Kugiumutzakis: Infant rhythms: expressions of musical companionship 10: Niki Powers & Colwyn Trevarthen: Voices of shared emotion and meaning: young infants and their mothers in Scotland and Japan 11: Patricia Eckerdal & Bjorn Merker: 'Music' and the 'action song' in infant development: an interpretation 12: Benjamin S Bradley: Early trios: patterns of sound and movement in the genesis of meaning between infants 13: Helen Marwick & Lynne Murray: The effects of maternal depression on the 'musicality' of infant-directed speech and conversational engagement 14: Maya Gratier & Gisele Apter-Danon: The improvised musicality of belonging: repetition and variation in mother-infant vocal interaction Part 3 - Musicality and Healing 15: Nigel Osborne: Music for children in zones of conflict and post-conflict: a bio-psycho-social paradigm 16: Mercedes Pavlicevic & Gary Ansdell: Between communicative musicality and collaborative musicing: a perspective from community music therapy 17: Jacqueline Robarts: Supporting the development of mindfulness and meaning: clinical pathways in music therapy with a sexually abused child 18: Karen E Bond: The human nature of dance: towards a theory of aesthetic community 19: Tony Wigram & Cochavit Elefant: Therapeutic dialogues in music: nurturing musicality of communication in children with autistic spectrum disorder and Rett syndrome Part 4 - Musicality of Learning in Childhood 20: Frederick Erickson: Musicality in talk and listening: a key element in classroom discourse as an environment for learning 21: Nicholas Bannan & Sheila Woodward: Spontaneity in the musicality and music learning of children 22: Charlotte Froehlich: Vitality in music and dance as basic existential experience: application in teaching music 23: Lori A Custodero: Intimacy and reciprocity in improvisatory musical performance: pedagogical lessons from adult artists and young children Part 5 - Musicality in Performance 24: Ellen Dissanayake: Bodies swayed to music: the temporal arts as integral to ceremonial ritual 25: Nigel Osborne: Towards a chronobiology of music 26: Jane Davidson & Stephen Malloch: Musical communication: the body movements of performance 27: Helena Maria Rodrigues, Paulo Maria Rodrigues & Jorge Salgado Correia: Communicative musicality as creative participation: from early childhood to advanced performance
Stephen Malloch is Adjunct Fellow at MARCS Auditory Laboratories, University of Western Sydney and works in private practice, counselling and coaching individuals and organizations around communication and the exploration of meaning. Having initially studied performance and musicology at the Sydney Conservatorium of Music, Stephen completed his Masters at King's College, London, then went on to complete his PhD in music analysis and psychoacoustics at the University of Edinburgh. The theory of Communicative Musicality was born from research Stephen conducted on mother-infant communication during his post-doctoral fellowship in psychology at Edinburgh. On his return to Australia, Stephen focused on research into post-natal depression, music therapy and communication between infants. Complementing his study of psychology, Stephen has practised and taught Buddhist meditation and now combines these areas of expertise. Colwyn Trevarthen, a New Zealander, is Professor (Emeritus) of Child Psychology and Psychobiology at the University of Edinburgh, where he has taught since 1971. He trained as a biologist, and has a PhD in psychobiology from Caltech. While a research fellow at the Center for Cognitive Studies at Harvard in the 1960s, he began research on infant communication that led to the discovery of the innate capacities for human intersubjective communication. His work at Edinburgh in the 1980s on the development of mother-infant interactions pioneered a theory of cultural learning. His published work covers neuropsychology, brain development, infant communication child learning, and emotional health and methods of education and therapy. He is interested in the natural motives and emotions children have for learning in companionship, the effects of disorders such as autism and depressive illness, and how parents and teachers may best support needs of young children.
the wide-ranging scope of the text makes it of interest to a varied audience. * Helen Daynes, King's College *