“OkaynowwithoutTyler”Shushessectionleaderscause theykeep talkingComplainsabout toomany peoplein thebathroom“Nowwithoutthe firststand”Tells MrFung to getor dosomethingfor herexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Do it 3times”“Loosenyour bows,have agreat day”Complains thatshe hears ustalking when itshould only beher or studentteacher“2 moreminutesthen you’redone”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snack“Let’sclap andcount it”Puts out theindex cardsfor everysection exceptthe cellosGives afoodanalogy“Let’s takeout Tyler’ssolo” insteadof ChaconnePlays her violinto show whatshe wants butplays itincredibly out oftuneHits herself onboth handsbecause shemade amistakeTells usthe wrongmeasureto start atExplains thedifferencebetweenstaccato andaccents“Hi, I’llwait”“That soundsso muchbetter” afterit soundedworseMentionsher stepcountPuts herarms up toconduct, butthen goes offon a tangent“OkaynowwithoutTyler”Shushessectionleaderscause theykeep talkingComplainsabout toomany peoplein thebathroom“Nowwithoutthe firststand”Tells MrFung to getor dosomethingfor herexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Do it 3times”“Loosenyour bows,have agreat day”Complains thatshe hears ustalking when itshould only beher or studentteacher“2 moreminutesthen you’redone”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snack“Let’sclap andcount it”Puts out theindex cardsfor everysection exceptthe cellosGives afoodanalogy“Let’s takeout Tyler’ssolo” insteadof ChaconnePlays her violinto show whatshe wants butplays itincredibly out oftuneHits herself onboth handsbecause shemade amistakeTells usthe wrongmeasureto start atExplains thedifferencebetweenstaccato andaccents“Hi, I’llwait”“That soundsso muchbetter” afterit soundedworseMentionsher stepcountPuts herarms up toconduct, butthen goes offon a tangent

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