The Language of Strings: Why What You Say and How You Say It Matters

As string teachers, we spend hours crafting the perfect bow hold, guiding intonation, shaping phrasing, and building technical foundations. But often, the most powerful tool we have isn’t in our hands, it’s in our words.

Language plays a huge role in how students learn, absorb, and physically respond to instruction. The right phrase can unlock understanding and fluidity. The wrong one, even with the best intentions, can lead to tension, confusion, or frustration.

So how do we, as teachers, sharpen our most underrated instrument: our teaching language?

🧠 One Size Doesn’t Fit All

Just like students have different body types, learning styles, and musical goals, they also respond differently to verbal instruction. A phrase that clicks immediately for one student might cause another to freeze up or misinterpret your intent entirely.

Take this common example:

“Add pressure to the bow” or “Press into the string.”

Sounds harmless, right? But for many students, especially beginners or those with a tight setup, those words can create physical tension. Suddenly, their shoulders rise, the bow arm stiffens, and the sound gets strained.

Now try instead:

“Let your arm weight sink into the string.”
“Feel the bow lean into the string.”
“Use your body like gravity, not muscle.”

Same outcome, completely different result in the body.

🎯 Words Create Outcomes

The language we use doesn’t just describe actions, it shapes them. The wrong word can cause tension or confusion, even if our intention is good. The right phrase, on the other hand, can free up a student’s technique and help them feel the movement naturally.

Here are a few examples of how different wording can produce very different results:

• If you want a student to add more weight to their bow for a fuller sound, saying “push” or “press down” might cause them to tense up their arm or grip the bow too tightly. Instead, try gentler, imagery-based cues like:
  “Let your arm weight sink into the string,” or “Feel the bow lean into the string like it’s resting there.”

• If you’re working on vibrato, phrases like “make it faster” or “tighten your wrist” often create tight, unnatural motion. A better approach might be:
  “Let the finger roll gently,” or “Imagine a ripple of water moving through your hand.”

• For faster left-hand finger action, instead of “move quicker” or “lift your fingers,” you might say:
  “Tap the notes like you're drumming,” or “Let your fingers bounce like little balls.”

• When teaching bow control and straight bowing, the phrase “keep the bow straight” can feel stiff and intimidating. Instead, something like:
  “Imagine you’re tracing a line across a window,” or “Let the bow glide like a paintbrush along a wall” offers a more natural and creative visual.

The goal isn't to memorise magic words, it’s to stay flexible, curious, and responsive in your language.

👀 Show It, Say It, Shape It

Sometimes it’s not just what we say—but how many different ways we say it. Strong teaching involves:

• Verbal explanation – clear, age-appropriate language.

• Demonstration – showing the sound or motion with your own instrument.

• Imagery/Metaphor – “like painting with a brush” or “throwing a ball.”

• Kinaesthetic reinforcement – guiding the student’s arm or using props.

• Analogies from life – sports, animals, nature, food… anything that connects.

The more tools you have, the more students you’ll reach.

🧩 Teach the Why, Not Just the What

A big part of using effective language is helping students understand what they’re trying to accomplish, not just the motion, but the reason behind it.

Instead of “keep your pinky curved,” try:

“When your pinky is curved, it acts like a shock absorber, it helps balance the bow naturally.”

Instead of “don't tense up,” try:

“Let’s find a way for your muscles to stay quiet while your joints do the work.”

Language that connects function to feeling helps students become more independent, aware, and in control of their own learning.

🔁 Reflect, Adjust, Evolve

Even seasoned teachers can fall into language habits. The phrases we’ve used for years may not always serve every student today. Keep asking:

• Did that explanation work for this student?

• Can I say that in a more helpful, less physical way?

• Is the student mirroring the motion I want or reacting with tension?

Your students are giving you feedback every time they play. Watch their bodies, listen to their sound, and adjust your words accordingly.

🎶 Final Thought: Words Shape Music

Our language doesn’t just explain music, it shapes how it’s felt, how it’s played, and ultimately, how it’s expressed. When we teach strings with flexible, vivid, and student-centred language, we give our students more than technique, we give them tools for a lifetime of musical problem-solving.

So keep experimenting. Say it a new way. Show it differently. Trust that your words, chosen with care, can open doors that no exercise ever could.