“Let’s takeout Tyler’ssolo” insteadof ChaconneTells MrFung to getor dosomethingfor herShushessectionleaderscause theykeep talking“OkaynowwithoutTyler”Complains thatshe hears ustalking when itshould only beher or studentteacherBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeMentionsher stepcount“Loosenyour bows,have agreat day”Explains thedifferencebetweenstaccato andaccentsPuts out theindex cardsfor everysection exceptthe cellos“Let’sclap andcount it”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Hi, I’llwait”Complainsabout toomany peoplein thebathroom“Do it 3times”Gives afoodanalogyPlays her violinto show whatshe wants butplays itincredibly out oftunePuts herarms up toconduct, butthen goes offon a tangent“That soundsso muchbetter” afterit soundedworseTells usthe wrongmeasureto start at“Nowwithoutthe firststand”Hits herself onboth handsbecause shemade amistake“2 moreminutesthen you’redone”“Let’s takeout Tyler’ssolo” insteadof ChaconneTells MrFung to getor dosomethingfor herShushessectionleaderscause theykeep talking“OkaynowwithoutTyler”Complains thatshe hears ustalking when itshould only beher or studentteacherBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given timeMentionsher stepcount“Loosenyour bows,have agreat day”Explains thedifferencebetweenstaccato andaccentsPuts out theindex cardsfor everysection exceptthe cellos“Let’sclap andcount it”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched over“Hi, I’llwait”Complainsabout toomany peoplein thebathroom“Do it 3times”Gives afoodanalogyPlays her violinto show whatshe wants butplays itincredibly out oftunePuts herarms up toconduct, butthen goes offon a tangent“That soundsso muchbetter” afterit soundedworseTells usthe wrongmeasureto start at“Nowwithoutthe firststand”Hits herself onboth handsbecause shemade amistake“2 moreminutesthen you’redone”

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