Keyboard music of W.A. Mozart and F.J. Haydn: response by pre-tertiary piano students to historically-informed performance practice

Abstract

In seeking responses by pre-tertiary students to historically-informed Classic era performance practice, this study attempts to design, implement and evaluate materials on accentuation, articulation and tempo in keyboard music of the Classic era. Materials are arranged in what might generally be called a ‘Teaching Program’. To selected keyboard music of WA. Mozart and F.J. Haydn, the Teaching Program applies principles of historically-informed performance practice in relation to accentuation, articulation and tempo.

The Teaching Program is for modern piano; it is designed in four levels: Level 1 for students of 1—2 years experience in learning the piano, Level 2 for students with 3-4 years, Level 3 for students with 5—6 years, Level 4 for students with 7+ years experience. For each level, two pieces of music by W.A. Mozart and/or F.J. Haydn are presented in two ways: firstly, in the urtext edition; secondly, in a specially edited score. Drawing on a knowledge of the soundscapes of the fortepiano, and in line with pronouncements made by eighteenth century music theorists, each edited score realises the historically-informed Classic era performance practice principles of accentuation, articulation and tempo. The specially edited scores are accompanied by written explanations made in relation to editorial markings and Classic era performance practice. The Teaching Program comprises a Teacher’s Manual, which details relevant issues pertaining to accentuation, articulation and tempo, Student’s Books for each level, and a specially— recorded video.

The Teaching Program is implemented with a sample of 27 teachers and 146 students, classified according to five teacher and five student variables: teacher gender, location, piano teaching experience, qualifications and performance practice experience; student gender, age, levels, home music environment and performance practice experience.