Blames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackPuts out theindex cardsfor everysection exceptthe cellos“Let’s takeout Tyler’ssolo” insteadof ChaconnePuts herarms up toconduct, butthen goes offon a tangent“That soundsso muchbetter” afterit soundedworseComplains thatshe hears ustalking when itshould only beher or studentteacherExplains thedifferencebetweenstaccato andaccents“Loosenyour bows,have agreat day”“Do it 3times”“2 moreminutesthen you’redone”“OkaynowwithoutTyler”Tells usthe wrongmeasureto start atHits herself onboth handsbecause shemade amistakeMentionsher stepcount“Hi, I’llwait”Shushessectionleaderscause theykeep talkingPlays her violinto show whatshe wants butplays itincredibly out oftuneGives afoodanalogy“Let’sclap andcount it”explains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeTells MrFung to getor dosomethingfor herComplainsabout toomany peoplein thebathroom“Nowwithoutthe firststand”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackPuts out theindex cardsfor everysection exceptthe cellos“Let’s takeout Tyler’ssolo” insteadof ChaconnePuts herarms up toconduct, butthen goes offon a tangent“That soundsso muchbetter” afterit soundedworseComplains thatshe hears ustalking when itshould only beher or studentteacherExplains thedifferencebetweenstaccato andaccents“Loosenyour bows,have agreat day”“Do it 3times”“2 moreminutesthen you’redone”“OkaynowwithoutTyler”Tells usthe wrongmeasureto start atHits herself onboth handsbecause shemade amistakeMentionsher stepcount“Hi, I’llwait”Shushessectionleaderscause theykeep talkingPlays her violinto show whatshe wants butplays itincredibly out oftuneGives afoodanalogy“Let’sclap andcount it”explains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeTells MrFung to getor dosomethingfor herComplainsabout toomany peoplein thebathroom“Nowwithoutthe firststand”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over

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