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Top Ten Ways to Simplify Tone and Technique Work in Your Orchestra Program

Writer's picture: Music RoomMusic Room

Girl playing violin with good technique

How many people do you know that politely dread beginner (or even middle school) orchestra concerts?  


“We’re so proud of the students!”  

“The pieces they play do actually resemble the titles we know and they look so smart and excited in their concert dress.”


We find so many other things to be proud about with orchestras to cover up the fact that for a long time it is not very pleasing to the ear.


There needs to be a better way!  Wouldn’t it be a huge shock if a fourth grade string orchestra walks out to play in their Spring Concert and everyone is playing in tune and with clear tone?  It’s not impossible, and with the right kind of plan and delivery, it isn’t very challenging either.  What are the ways we can simplify tone and technique work in orchestra rehearsal that doesn’t take away from working on the concert program?


  1. Have a clear plan to streamline your orchestra's tone and technique education.


This should take at least two months.  Any faster and it is information overload.  Faster instructor or skipping steps prevents the easier habits (like holding the instrument correctly) from settling in, and the previous critical technique points get overlooked and pushed aside when the next one is taught.  Technique should build on what was previously taught.


  1. Be sure students understand why something is done the way it is.


Students like to question things they don’t like.  String instruments aren’t super comfortable at first, so they may think they have found a better way that’s more comfortable but wrong.  Demonstrate what happens to that glorious sound when that thing is done wrong.  Tell them about what can hurt if you do it for a while (carpal tunnel for one), and make fun of a picture of a stick person doing it wrong.  Help them understand that bending their bow thumb makes their hand less stiff and they can glide the bow better.  Help them see that supporting the instrument with either clavicle or knees takes pressure off the arms and prevents them from getting tired.


  1. Praise appropriately.

Praise students not for how or who they are.  Praise them for what they did.  Praise them for that lovely left hand position, for playing “Hot Cross Buns” in tune and for the bow tilting in the correct direction.  


  1. Don’t rush into bowing the method book exercises or orchestra music.  

Help students understand that there’s a bunch of different ways to play their instrument wrong and one combination of ways to do it right.  Adding one new component to their playing helps them be ready to bow beautifully the first time that bow touches the string.  You’ll know exactly who jumped forward in the process when they do.


  1. Be consistent.

Don’t let the students’ begging derail your careful process!  Show them the goal, what it looks like, when it should be, and what they need in place to be able to put everything together.  It’ll also motivate them to practice at home.  Be sure parents know that they shouldn’t be using the bow to play songs until you give the signal.


  1. Gamify their motivation.

What kind of incentive can each student earn for developing good technique, or some of those tiny technique habits?  This is where progress charts, a piece for a dollar store mini puzzle, or a lesson group earning a treat can come in handy. 


  1. Make orchestra warm-ups worthwhile.

What are your warm-ups trying to accomplish?  Do the students know why they are doing them?  Are the students actively working on the technique habits that still need work?  How do you know they are working on this?  Craft your warm-ups to work on a certain technique point.  Play the D scale while watching the bow arm, the G scale with all left hands in a nice ball-shape and the C scale with every left finger where they belong.


  1. Assess them.

Are grades required for your class?  Whether they are or not, objectively assessing students on their technique and performance help them understand the importance of it.  Even if they don’t need a grade, you can still send home a quick progress report to help establish goals for next marking period.  Doesn’t have to be fancy or take a lot of time, but THEY WILL KNOW YOU CARE TO SEE THEM SUCCEED.


  1. Set goals for every student. 

Research SMART goals and during small group lesson or during a rehearsal “technique moment” have them focus on one or two technique points to improve.  Compliment and correct where needed.  Be sure they have recently heard what good, developed tone sounds like and let them know how close they’re getting


  1. Be willing to go back to the basics.

Use longbows of single notes or open strings to troubleshoot what’s happening with someone’s sound.  If students think it’s a drag, call it something fun or weird, like “Safe Mode” or “Troubleshooting Mode”.  Help them understand that you believe they can have perfect tone.



Child practicing a cello

Now, take some time to figure out how you can do this in your planning and application in your lesson and rehearsal space.  It can’t happen automatically and you may have to switch a few things around, but it’s never too late to start a “Tone Unit” in your orchestra.  Once students are out of the mindset that they’re stuck sounding like beginners, they can understand that a beautiful clear sound is within their reach.  It’s up to you to show them how.


Want some more specific help in this department?  Uplevel U: Music will be coming out with a full certificate course on this topic that shows you exactly how to do everything above- how to teach it, how to assess it, how to troubleshoot it, and much more.  Get the Live Interactive Course Catalog by Uplevel U: Music to keep track of the courses we have available, or join our email list to be the first to hear about its release! 



Profile pic for Karen Janiszewski

This article was written by Music Room/Uplevel U: Music's owner and creator, Karen (Kay) Janiszewski.



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