The specifics of interpreting Joseph Haydn's piano sonatas in the context of modern pedagogy

Abstract

The interpretation of Joseph Haydn's piano sonatas in modern music pedagogy faces challenges related to the transitional nature of his style, combining elements of Baroque, gallantry and classicism. The problem lies in the balance between a historically authentic approach and the capabilities of modern tools, where traditional methods often lead to romanticized interpretations that ignore the rhetoric, ornamentation, and articulation of the era. The research is aimed at developing and testing a methodology that integrates historically informed performance to form stylistically literate and expressive interpretation among students. The methodology includes a theoretical analysis of works on the history of piano art, rhetoric, and authentic performance, as well as a pedagogical experiment involving 80 high school music students divided into experimental and control groups. The experimental group used the analysis of rhetorical figures, work with authentic sources and imitation of timbres of ancient instruments; the control group used traditional approaches. The diagnosis was carried out in three stages using expert assessments, tests and questionnaires, followed by statistical data processing. The results showed a significant increase in the experimental group: stylistic accuracy increased by 40,8%, artistic expressiveness - by 25,7%, motivation - by 58,3% compared to the control group, where improvements were minimal (5-10%). The tables show statistically significant differences in the understanding of ornamentation, articulation, and rhetoric. The discussion confirms that the proposed methodology bridges the gap between technique and style, stimulating creative initiative and deep understanding, which makes it promising for updating pedagogical practice in working with classical repertoire.