“Let’sclap andcount it”Complains thatshe hears ustalking when itshould only beher or studentteacherPuts out theindex cardsfor everysection exceptthe cellos“Let’s takeout Tyler’ssolo” insteadof Chaconne“OkaynowwithoutTyler”Tells MrFung to getor dosomethingfor herBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackHits herself onboth handsbecause shemade amistakeComplainsabout toomany peoplein thebathroomexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Nowwithoutthe firststand”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overExplains thedifferencebetweenstaccato andaccentsPlays her violinto show whatshe wants butplays itincredibly out oftuneTells usthe wrongmeasureto start at“Do it 3times”“That soundsso muchbetter” afterit soundedworseGives afoodanalogy“2 moreminutesthen you’redone”Shushessectionleaderscause theykeep talkingMentionsher stepcount“Hi, I’llwait”“Loosenyour bows,have agreat day”Puts herarms up toconduct, butthen goes offon a tangent“Let’sclap andcount it”Complains thatshe hears ustalking when itshould only beher or studentteacherPuts out theindex cardsfor everysection exceptthe cellos“Let’s takeout Tyler’ssolo” insteadof Chaconne“OkaynowwithoutTyler”Tells MrFung to getor dosomethingfor herBlames hermood onwhether she hada good or badbreakfast, lunch,dinner, or snackHits herself onboth handsbecause shemade amistakeComplainsabout toomany peoplein thebathroomexplains theimportance ofcounting andwatching her duringTyler’s solo becausehe can changeanything he wants atany given time“Nowwithoutthe firststand”“I’m seeing somegreat posture andbow grips” butmore than halfthe orchestra isslouched overExplains thedifferencebetweenstaccato andaccentsPlays her violinto show whatshe wants butplays itincredibly out oftuneTells usthe wrongmeasureto start at“Do it 3times”“That soundsso muchbetter” afterit soundedworseGives afoodanalogy“2 moreminutesthen you’redone”Shushessectionleaderscause theykeep talkingMentionsher stepcount“Hi, I’llwait”“Loosenyour bows,have agreat day”Puts herarms up toconduct, butthen goes offon a tangent

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