“Nowwithoutthe firststand”Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackPuts out theindex cardsfor everysection exceptthe cellosTells usthe wrongmeasureto start at“2 moreminutesthen you’redone”“Let’s takeout Tyler’ssolo” insteadof ChaconnePlays her violinto show whatshe wants butplays itincredibly out oftuneShushessectionleaderscause theykeep talkingTells MrFung to getor dosomethingfor her“Do it 3times”Mentionsher stepcountHits herself onboth handsbecause shemade amistakeComplainsabout toomany peoplein thebathroom“That soundsso muchbetter” afterit soundedworseGives afoodanalogyexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Hi, I’llwait”“Let’sclap andcount it”Explains thedifferencebetweenstaccato andaccentsPuts herarms up toconduct, butthen goes offon a tangent“OkaynowwithoutTyler”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Loosenyour bows,have agreat day”Complains thatshe hears ustalking when itshould only beher or studentteacher“Nowwithoutthe firststand”Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackPuts out theindex cardsfor everysection exceptthe cellosTells usthe wrongmeasureto start at“2 moreminutesthen you’redone”“Let’s takeout Tyler’ssolo” insteadof ChaconnePlays her violinto show whatshe wants butplays itincredibly out oftuneShushessectionleaderscause theykeep talkingTells MrFung to getor dosomethingfor her“Do it 3times”Mentionsher stepcountHits herself onboth handsbecause shemade amistakeComplainsabout toomany peoplein thebathroom“That soundsso muchbetter” afterit soundedworseGives afoodanalogyexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Hi, I’llwait”“Let’sclap andcount it”Explains thedifferencebetweenstaccato andaccentsPuts herarms up toconduct, butthen goes offon a tangent“OkaynowwithoutTyler”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Loosenyour bows,have agreat day”Complains thatshe hears ustalking when itshould only beher or studentteacher

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