The purpose of the research is to develop a learning-teaching model for the violin detached bow stroke and to test the utility of this model. Cognitive task analysis is deployed for the research. The learning teaching model for detached bow stroke has been developed based on literature review, video observations, and expert opinions. The model contains pre-conditions to learn detached stroke, preparation, critical tasks, procedural steps and practice suggestions. The model was implemented within an individual learning context to seven beginner students who had correct violin holding, whole bow practice and had basic sounding skills from bow. The experts evaluated videos in terms of following and controlling the steps and playing the correct detached stroke. It was observed that the students can follow the procedural steps widely and play the correct detached stroke. Adult students followed the steps in a more controlled manner than the adolescent students. After the implementation of the model a semi-structured interview was conducted to elicit the students' views regarding the design of the model, ease of following the steps, and their suggestions for the development of the model. The students stated that they can follow the steps but they need feedbacks to make sure.