Hits herself onboth handsbecause shemade amistakeShushessectionleaderscause theykeep talkingTells MrFung to getor dosomethingfor herMentionsher stepcount“Loosenyour bows,have agreat day”Puts herarms up toconduct, butthen goes offon a tangent“OkaynowwithoutTyler”Gives afoodanalogyComplains thatshe hears ustalking when itshould only beher or studentteacher“Do it 3times”Puts out theindex cardsfor everysection exceptthe cellos“2 moreminutesthen you’redone”Tells usthe wrongmeasureto start atPlays her violinto show whatshe wants butplays itincredibly out oftune“Hi, I’llwait”explains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeComplainsabout toomany peoplein thebathroomExplains thedifferencebetweenstaccato andaccents“Nowwithoutthe firststand”“Let’s takeout Tyler’ssolo” insteadof Chaconne“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Let’sclap andcount it”“That soundsso muchbetter” afterit soundedworseBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackHits herself onboth handsbecause shemade amistakeShushessectionleaderscause theykeep talkingTells MrFung to getor dosomethingfor herMentionsher stepcount“Loosenyour bows,have agreat day”Puts herarms up toconduct, butthen goes offon a tangent“OkaynowwithoutTyler”Gives afoodanalogyComplains thatshe hears ustalking when itshould only beher or studentteacher“Do it 3times”Puts out theindex cardsfor everysection exceptthe cellos“2 moreminutesthen you’redone”Tells usthe wrongmeasureto start atPlays her violinto show whatshe wants butplays itincredibly out oftune“Hi, I’llwait”explains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeComplainsabout toomany peoplein thebathroomExplains thedifferencebetweenstaccato andaccents“Nowwithoutthe firststand”“Let’s takeout Tyler’ssolo” insteadof Chaconne“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Let’sclap andcount it”“That soundsso muchbetter” afterit soundedworseBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snack

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