"Communicative Musicality explores the intrinsic musical nature of human interaction. The theory of 'communicative musicality' was developed from groundbreaking studies showing how in mother-infant communication there exist noticeable patterns of timing, vocal timbre and melodic gesture. Without intending to do so, the exchanges between a mother and her infant follow typical rules of musical performance, with distinct timing and melodic narratives." "This is the first book to be devoted to this topic. In a collection of cutting-edge chapters, encompassing brain science, human evolution, psychology, therapy and music performance, it focuses on the rhythm and sympathy of musical expression in human communication from infancy. It demonstrates how speaking and moving in musical dance-like ways is the essential foundation for all forms of communication, even the most refined and technically elaborated, just as it is for parenting, good teaching, creative work in the arts and therapy to help disabled or emotionally distressed persons." A landmark in the field, Communicative Musicality clarifies principles of motor control and communication that are fundamental for the sciences of psychology, linguistics and cognitive neuroscience. It will be a valuable text for all those in the areas of developmental, educational and music psychology, as well as those who study and practice the different forms of therapy.
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.