Style is not commonly taken into account for leveling difficulties in instrumental performance, as technique is. Accordingly, teaching resources are solely organized around the technicalities of performance, leaving style as a cross-curricular aspect. With the aim of achieving a more meaningful learning of style, our work proposes a model for establishing instrumental teaching built not only around technicalaspects but also on performance style, taking as a starting point the rethinking oftwo dichotomies: on one hand, printed music and performance stylisticallyadequate; on the other, instrumental technique and interpretative style.