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

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