Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackGives afoodanalogyTells MrFung to getor dosomethingfor her“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overComplainsabout toomany peoplein thebathroomPlays her violinto show whatshe wants butplays itincredibly out oftune“Let’sclap andcount it”“Hi, I’llwait”Hits herself onboth handsbecause shemade amistakeExplains thedifferencebetweenstaccato andaccentsComplains thatshe hears ustalking when itshould only beher or studentteacher“Let’s takeout Tyler’ssolo” insteadof ChaconneTells usthe wrongmeasureto start at“2 moreminutesthen you’redone”“Loosenyour bows,have agreat day”Puts out theindex cardsfor everysection exceptthe cellosShushessectionleaderscause theykeep talking“OkaynowwithoutTyler”explains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeMentionsher stepcount“Nowwithoutthe firststand”Puts herarms up toconduct, butthen goes offon a tangent“That soundsso muchbetter” afterit soundedworse“Do it 3times”Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackGives afoodanalogyTells MrFung to getor dosomethingfor her“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overComplainsabout toomany peoplein thebathroomPlays her violinto show whatshe wants butplays itincredibly out oftune“Let’sclap andcount it”“Hi, I’llwait”Hits herself onboth handsbecause shemade amistakeExplains thedifferencebetweenstaccato andaccentsComplains thatshe hears ustalking when itshould only beher or studentteacher“Let’s takeout Tyler’ssolo” insteadof ChaconneTells usthe wrongmeasureto start at“2 moreminutesthen you’redone”“Loosenyour bows,have agreat day”Puts out theindex cardsfor everysection exceptthe cellosShushessectionleaderscause theykeep talking“OkaynowwithoutTyler”explains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeMentionsher stepcount“Nowwithoutthe firststand”Puts herarms up toconduct, butthen goes offon a tangent“That soundsso muchbetter” afterit soundedworse“Do it 3times”

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