SPECIFICS OF PERFORMING THE BAROQUE TRUMPET REPERTOIRE BY CONTEMPORARY MUSICIANS: HISTORICAL, INTERPRETATIVE AND DIDACTIC ASPECTS (ON THE EXAMPLE OF LEOPOLD MOZART’S CONCERTO IN D MAJOR)

Abstract

The compositional and performing traditions of the trumpet constitute a significant segment of musical culture, deeply rooted in European artistic heritage. As a result, this domain has received substantial scholarly attention in both Ukrainian and global musicology, as well as in pedagogical literature. However, research on this subject has predominantly focused on the achievements of symphonic music from the Classical period onward and the evolution of the trumpet as a solo instrument in this era. Meanwhile, contemporary performance practice presents new repertoire challenges. Due to the increasing number of transcriptions, Baroque compositions are now frequently performed not on clarino trumpets but on modern instruments. This development not only enriches concert programs but also contributes to the multifaceted training of future performers. Therefore, an analysis of the pre-Classical trumpet repertoire remains relevant from both research and a didactic perspective.The study of trumpet performance in the Baroque era remains relatively underexplored in Ukrainian musicology.In contrast, Western European and global musicology have demonstrated a sustained interest in the art of trumpet performance, particularly regarding its first major rise during the Baroque period. This has led to the publication of numerous fundamental studies. The objective of this article is to highlight the significance of the Baroque and early Classical trumpet repertoire in light of contemporary interpretative and didactic challenges. To achieve this goal, the study examines a modern arrangement of Leopold Mozart’s Trumpet Concerto, analyzing both the composition itself and its various interpretations by renowned soloists such as Maurice André, Wynton Marsalis, and Håkan Hardenberger.Additionally, the article presents the author’s own performance and pedagogical analysis.