Shushessectionleaderscause theykeep talking“Let’sclap andcount it”Plays her violinto show whatshe wants butplays itincredibly out oftuneGives afoodanalogyexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeTells MrFung to getor dosomethingfor her“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overComplains thatshe hears ustalking when itshould only beher or studentteacher“Loosenyour bows,have agreat day”“That soundsso muchbetter” afterit soundedworse“Let’s takeout Tyler’ssolo” insteadof Chaconne“2 moreminutesthen you’redone”Puts herarms up toconduct, butthen goes offon a tangentComplainsabout toomany peoplein thebathroom“Nowwithoutthe firststand”Tells usthe wrongmeasureto start atMentionsher stepcount“Hi, I’llwait”Hits herself onboth handsbecause shemade amistakeBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackExplains thedifferencebetweenstaccato andaccents“OkaynowwithoutTyler”Puts out theindex cardsfor everysection exceptthe cellos“Do it 3times”Shushessectionleaderscause theykeep talking“Let’sclap andcount it”Plays her violinto show whatshe wants butplays itincredibly out oftuneGives afoodanalogyexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeTells MrFung to getor dosomethingfor her“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overComplains thatshe hears ustalking when itshould only beher or studentteacher“Loosenyour bows,have agreat day”“That soundsso muchbetter” afterit soundedworse“Let’s takeout Tyler’ssolo” insteadof Chaconne“2 moreminutesthen you’redone”Puts herarms up toconduct, butthen goes offon a tangentComplainsabout toomany peoplein thebathroom“Nowwithoutthe firststand”Tells usthe wrongmeasureto start atMentionsher stepcount“Hi, I’llwait”Hits herself onboth handsbecause shemade amistakeBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackExplains thedifferencebetweenstaccato andaccents“OkaynowwithoutTyler”Puts out theindex cardsfor everysection exceptthe cellos“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
I
2
I
3
B
4
O
5
B
6
B
7
G
8
O
9
O
10
N
11
G
12
G
13
G
14
I
15
I
16
N
17
O
18
N
19
I
20
B
21
B
22
N
23
O
24
G
  1. I-Shushes section leaders cause they keep talking
  2. I-“Let’s clap and count it”
  3. B-Plays her violin to show what she wants but plays it incredibly out of tune
  4. O-Gives a food analogy
  5. B-explains the importance of counting and watching her during Tyler’s solo because he can change anything he wants at any given time
  6. B-Tells Mr Fung to get or do something for her
  7. G-“I’m seeing some great posture and bow grips” but more than half the orchestra is slouched over
  8. O-Complains that she hears us talking when it should only be her or student teacher
  9. O-“Loosen your bows, have a great day”
  10. N-“That sounds so much better” after it sounded worse
  11. G-“Let’s take out Tyler’s solo” instead of Chaconne
  12. G-“2 more minutes then you’re done”
  13. G-Puts her arms up to conduct, but then goes off on a tangent
  14. I-Complains about too many people in the bathroom
  15. I-“Now without the first stand”
  16. N-Tells us the wrong measure to start at
  17. O-Mentions her step count
  18. N-“Hi, I’ll wait”
  19. I-Hits herself on both hands because she made a mistake
  20. B-Blames her mood on whether she had a good or bad breakfast, lunch, dinner, or snack
  21. B-Explains the difference between staccato and accents
  22. N-“Okay now without Tyler”
  23. O-Puts out the index cards for every section except the cellos
  24. G-“Do it 3 times”