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

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