“Do it 3times”“That soundsso muchbetter” afterit soundedworseComplains thatshe hears ustalking when itshould only beher or studentteacherTells MrFung to getor dosomethingfor her“Let’s takeout Tyler’ssolo” insteadof Chaconne“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Hi, I’llwait”Explains thedifferencebetweenstaccato andaccentsHits herself onboth handsbecause shemade amistakePuts out theindex cardsfor everysection exceptthe cellosPuts herarms up toconduct, butthen goes offon a tangentShushessectionleaderscause theykeep talkingPlays her violinto show whatshe wants butplays itincredibly out oftuneexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Nowwithoutthe firststand”“2 moreminutesthen you’redone”Complainsabout toomany peoplein thebathroom“Loosenyour bows,have agreat day”Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snack“OkaynowwithoutTyler”Tells usthe wrongmeasureto start atMentionsher stepcount“Let’sclap andcount it”Gives afoodanalogy“Do it 3times”“That soundsso muchbetter” afterit soundedworseComplains thatshe hears ustalking when itshould only beher or studentteacherTells MrFung to getor dosomethingfor her“Let’s takeout Tyler’ssolo” insteadof Chaconne“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Hi, I’llwait”Explains thedifferencebetweenstaccato andaccentsHits herself onboth handsbecause shemade amistakePuts out theindex cardsfor everysection exceptthe cellosPuts herarms up toconduct, butthen goes offon a tangentShushessectionleaderscause theykeep talkingPlays her violinto show whatshe wants butplays itincredibly out oftuneexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Nowwithoutthe firststand”“2 moreminutesthen you’redone”Complainsabout toomany peoplein thebathroom“Loosenyour bows,have agreat day”Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snack“OkaynowwithoutTyler”Tells usthe wrongmeasureto start atMentionsher stepcount“Let’sclap andcount it”Gives afoodanalogy

🎻 - Call List

(Print) Use this randomly generated list as your call list when playing the game. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


1
G
2
N
3
O
4
B
5
G
6
G
7
N
8
B
9
I
10
O
11
G
12
I
13
B
14
B
15
I
16
G
17
I
18
O
19
B
20
N
21
N
22
O
23
I
24
O
  1. G-“Do it 3 times”
  2. N-“That sounds so much better” after it sounded worse
  3. O-Complains that she hears us talking when it should only be her or student teacher
  4. B-Tells Mr Fung to get or do something for her
  5. G-“Let’s take out Tyler’s solo” instead of Chaconne
  6. G-“I’m seeing some great posture and bow grips” but more than half the orchestra is slouched over
  7. N-“Hi, I’ll wait”
  8. B-Explains the difference between staccato and accents
  9. I-Hits herself on both hands because she made a mistake
  10. O-Puts out the index cards for every section except the cellos
  11. G-Puts her arms up to conduct, but then goes off on a tangent
  12. I-Shushes section leaders cause they keep talking
  13. B-Plays her violin to show what she wants but plays it incredibly out of tune
  14. B-explains the importance of counting and watching her during Tyler’s solo because he can change anything he wants at any given time
  15. I-“Now without the first stand”
  16. G-“2 more minutes then you’re done”
  17. I-Complains about too many people in the bathroom
  18. O-“Loosen your bows, have a great day”
  19. B-Blames her mood on whether she had a good or bad breakfast, lunch, dinner, or snack
  20. N-“Okay now without Tyler”
  21. N-Tells us the wrong measure to start at
  22. O-Mentions her step count
  23. I-“Let’s clap and count it”
  24. O-Gives a food analogy