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

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