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

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