HISTORY AND METHODOLOGY OF VIOLIN PLAYING IN THE 18TH CENTURY IN LEOPOLD MOZART’S TREATISE BASED ON THE INTRODUCTION AND HISTORICAL SECTION OF THE WORK

Abstract

The article is devoted to a comprehensive analysis of Leopold Mozart’s work “Fundamentals of Violin School” as a theoretical and methodological source of violin mastery in the 18th century. The work examines key issues and approaches to teaching violin playing, pedagogical strategies, and the author’s reflections on the development of musical performance. The theoretical foundations are examined and practical recommendations are formulated for the formation of performance technique, musical interpretation, and understanding of the specifics of musical instruments of that era. The purpose of this article is to review and analyze Leopold Mozart’s work “Fundamentals of Violin School” as an important source of the history of violin performance and pedagogy of the 18th century. Particular attention is paid to the analysis of methodological, historical, cultural, and worldview aspects, as well as to identifying its relevance for contemporary performance and pedagogical practice, particularly in the context of rethinking European traditions within Ukrainian music education. Methodology. The methodological basis of the study consists of historical-cultural and historical-musicological approaches, the method of textual analysis, as well as elements of comparative analysis. The work uses an analysis of the original source in Y. Grebnev’s Ukrainian translation, taking into account the context of 18th-century pedagogical traditions and the development of the European violin school. The method of generalization was used to systematize Leopold Mozart’s views on the origins of music, musical instruments, and the development of musical literacy. The academic novelty is evident in the actualization of L. Mozart’s treatise “Fundamentals of Violin School” as a self- sufficient theoretical and methodological source that goes beyond purely performance recommendations. Conclusions. Leopold Mozart’s work “Fundamentals of Violin School” demonstrates the breadth of the author’s worldview, his profound erudition, and his desire to systematize musical knowledge at the intersection of science, art, and pedagogy. His ideas about the origins of music and instruments also shape the perception of this work as a foundation for professional performance training. The results confirm the uniqueness of this theoretical legacy for contemporary violinists and teachers, outlining the prospects for further scientific and methodological foundations of European violin schools.