Progress Report Card Guide

This report is one of the various ways through which we communicate your childs development and learning. It gives the information about the areas of the curriculum assessed during this period. Integrated in this feedback are your childs achievements in the school, as well as areas for growth and improvement.

Two sets of assessment indicators are used in the progress report card. They are:

Music Notation Development of concepts Development of skills (SINGING/INSTRUMENT) /)

Achievement Level Descriptors Achievent level descriptors describe what students know and can do based on the results of the students formative and summative assesments. EExemplary Independent and advance level of understanding and proficiency CCommendable Evident and demonstrates the standard level of understanding and proficiency A Adequate Developing and making positive progress in reaching the standard level of understanding and proficiency MMinimal More time and experiences needed to reach the standard level of understanding and proficiency. NA Not applicable Expectations are not applicable or does not apply now

Effort Level Descriptors

1 - exemplary attitude at all times concentrates and participates eagerly in all activities, keen and always willing to try their best 2 - very good attitude, working hard, concentrates in lessons and participates well in a variety oftasks 3- positive and willing attitude most of the time, adequate concentration, will participate in tasks when asked. 4does what is required but tends to lack self-motivation and concentration. Only participates with encouragement. 5 negative attitude to any task set, unwilling to participate, often distracted or distracting others in lessons.

Grade 1 2012-2013 Niina Tokuda 1 E

Notation A 2 P

Developmen t of Concepts A P E 1

Developmen t of Skills (Sing/Inst) A P A/C 2/2

Remarks

Tomoya Tamaki

C/A

2/2

Reo Nakamatsu

C/A

1/1

Niina recognizes and responds to sounds and music well, in terms of elements such as dynamics, tempo, duration and timbre. Tomoya can make broad distinctions within musical elements, and use simple terms to describe how they are used for expressive purposes. Reo has participated in a range of musical activities, and has particularly enjoyed using

Ruka Sasaki

E/C

1/2

Hiryu Okada

E/A

1/2

Shiryu Oshiro

A/A

2/2

Alex Rozsa

E/A

1/2

Michael

E/A

2/2

kinban harmonica instrument. Ruka worked well to compose and perform a very short piece of music with success this term. Hiryu listens carefully and puts full effort into tasks. I would like him to practice kenban at home if possible. Shiryu has made good progress, but with a more concerted effort could go much farther. Sometimes has difficulty staying focused. Alex can play an instrumenta l part using a limited range of notes, and his behavior has been improving steadily in class. With

Shostak

Luke Tamada

A/A

1/2

Leo Tsuboka

1 0

A/C

2/2

Michael, good progress has been made. His kenban playing has improved, and his singing as well. With a more concerted effort could go much farther. Luke is very active, and eager to participate during class. Sometimes he gets overly excited, and that can lead to distract, but overall he is making improveme nt in instrumenta l skills and understandi ng of the basic elements of music. Leo enjoys the practical exploration of sound and rhythm, and has no trouble expressing himself, especially

Nao Momoi

1 1

E/C

1/2

Noe Yamagishi

1 2

A/A

2/2

Asato Watanabe

1 3

E/A

3/2

with rhythm and dynamics. We need to work more on melody and cooperating with the group. Nao can make broad distinctions within musical elements, and use simple terms to describe how they are used for expressive purposes. She needs to work on her kenban skills at home. Noe, when working in small groups, participates often and contributes enthusiastic ally to the creative process. Instrumenta l skills are progressing well. Asato has participated in a range of musical activities,

Ruka Suzuki

1 4

E/A

2/2

Mao Gakiya

1 5

C/A

2/3

and has particularly enjoyed using rhythm greetings exercises. He is very excited in class, and his energy, if he can focus it, is a big plus for him. Ryuka is gradually building confidence to express ideas within the group dynamic. I would like Ruka to practice kenban harmonica more at home, or at school during free time. Mao is a reserved member of the group who displays a quiet interest in the subject. Shes slowly coming out of her shell, and has made some progress with her instrumenta

Nina Heshiki

1 6

E/A

1/2

Hozuru Kajiku

1 7

E/A

2/2

Soru Ishizaki

1 8

E/A

2/3

Minato Haino

1 9

E/A

2/2

l skills. Please have her practice kenban harmonica a little bit every day. Nina has worked hard this year and made excellent progress, especially in melody and rhythm. When working in small groups, Hozuru participates often and contributes enthusiastic ally to the creative process. Soru is very active, eager to participate during class. Uses music to communicat e even when language is a barrier. Minato recognizes and responds to sounds and music well, in terms of elements such as dynamics,

tempo, and volume. Ayana Akamine Emika Wonbell 2/2 Grade 2 2012-2013 Hinata Haneji 1 E A C Notation A 1 P 2 C 1 1 C E/C 2 1/1 C/C Remarks

Developmen t of Concepts A P E 2

Developmen t of Skills A C/A P 2/2

Ryoma Henzan

E/C

2/2

Ryoshun Miyazato

E/A

2/2

Hinata listens carefully and puts good effort into tasks, although he is sometimes distracted by his classmates. Is able to express emotions well through music. Ryoma is able to contribute ideas within the creative process, especially music appreciation. He is quite opinionated, and enjoys exchanging ideas with classmates. Ryoshun has found this subject to be challenging but has continued to put effort into every lesson. He is focusing more these days. He is learning more

Michael Carter

C/C

1/1

Konami Higa

E/C

2/2

Ryonusuke Yasuda

C/C

2/2

about how to manage his own behavior in class, and stay on task. Michael enjoys the practical exploration of sound and rhythm, especially when it comes to body movement and music. He show great interest in music of different cultures. Konami can choose and organize sounds in response to a given stimulus (from the teacher or classmates), and create short melodic patterns, showing some control of musical elements. Ryonusuke can play an instrumental part using a limited range of notes. Would like to see him focus a bit more in class, and if possible practice his kenban at home.

Sola Heshiki

E/C

1/2

Mitsuki Morinaga

E/C

2/2

Kuuru Ishizaki

C/C

2/2

Responds readily to expressive instructions when performing on her instrument, both individually, and as part of a group. Higher than average level of musicality. Should be encouraged to self-pace as much as possible. With Mitsuki we've practiced "kenban harmonica" weekly, so breathing and sustaining notes has improved. Musical expression and his basic awareness of the musical elements weve studied has increased. Kuru is slowly developing his ability to compare pieces of music by listening and talking about how he feels. He sometimes gets overly emotional in

Shane Rozsa

1 0

C/C

2/2

Yuri Tashiro

1 1

C/C

1/1

class, and has difficulty communicatin g with classmates, but when he can focus, he contributes well to Music class. Shane can make broad distinctions within musical elements, and use simple terms to describe how they are used for expressive purposes. Uses music these days to express some emotions. These days I can see a lot of improvement in his in-class behavior. Yuri has participated in a range of musical activities, and has particularly enjoyed working with the elements of sound in making basic compositions and solo performance exercises. I would like to see Yuri respond more

Yusei SAkai

1 2

C/C

2/2

Brenda Shimabukuru

1 3

E/A

2/2

Meghan Shimabukuru

1 4

C/A

2/2

quickly and enthusiasticall y to the teachers words. Yusei has a good natural sense of rhythm. Suggest having private percussion lessons. From next year, I am thinking about setting up some kind of percussion class/club/acti vity, and Id like to encourage Yusei to join. If that doesnt develop, he is welcome to always play in my music room in Building B. Brenda always listens carefully, thoughtfully, and attentively in music. We have to get her to open up and express herself more verbally and musically. Meghan is able to perform all basic skills that we covered with good execution, but needs to be

Yuuki Gakiya

1 5

E/C

2/2

John Rafael Tinio

1 6

C/C

1/2

Grade 3 2012-2013 Reina Akamine 1 C

Notation A 1 P

Developmen t of Concepts A P C 1

Developmen t of Skills A C/A P 2/2

able to socialize more with other students. Yuuki participates often in music class with overall good enthusiasm, he requires occasional reminders to concentrate and stay on topic. JR has good participation in music class, often leads discussions, and asks good questions, gives good comments, and ideas! Weve got to get him to practice his kenban more either at school or at home, since expression is his strong point, and execution is something hes still working on. Remarks

Reina recognizes and responds to sounds and music well, in terms of

Cocoa Higa

E/A

1/1

Mana Takamura

E/A

1/1

Azuki Tokunaga

E/A

2/2

elements such as dynamics, tempo, duration and timbre. Good progress with the recorder. Pitch has become more accurate. With Cocoa, good progress has been made. Her recorder playing has improved, and his singing as well. With a more concerted effort she could go much farther. Mana worked well to compose and perform a very short piece of music with success this term. She also listened to different kinds of music from around the world, and expressed her reasoned opinion about her likes and dislikes. Please encourage her to practice recorder daily, even for 10 min. Azuki has made a good effort this year

Nagato Okada

E/A

2/2

but has made slow progress with some areas of this subject, for example, pitch accuracy with the recorder. I would like to see Azuki speak up more in class, and participate more actively in our class discussions. English reading and singing have improved. Nagato seems to enjoy the subject and has continued to put effort into every lesson. In the beginning he sometimes lacked focus, but he is better at focusing these days. This is because he is learning more about how to manage his own behavior in class, and stay on task. This is resulting in him making recent progress, especially in recorder and rhythmic English

Kotarou Takagi

C/A

1/1

Kiseki Oshiro

E/C

1/1

Mone Yasuda

C/A

2/2

exercises. Kotarou can make broad distinctions within musical elements, and use simple terms to describe how they are used for expressive purposes. Enjoys listening to and playing different kinds of music. I would like Kotarou to practice recorder at home each day for about 10 min. Kiseki has been improving his, recorder playing, English singing and pronunciation slowly. I want him to play recorder at home and sing English songs more frequently at home. He is sometimes is distracted by other boys in class. Mone has worked well this year and made steady progress. She

can play recorder with clear expression, performing loudly or quietly as directed. She can create short compositions with a simple musical shape, but needs to work on revising her ideas with a first and second draft.

Grade 4 2012-2013 Hayato Higa 1 C

Notation A 2 P

Developmen t of Concepts A P C 2

Developmen t of Skills A E/A P 2/2

Remarks

Hayato is a pleasure to teach. He can make broad distinctions within musical elements, and use simple terms to describe how they are used for expressive purposes. I think he needs to practice his instrumenta l skills (recorder)

Hinano Tokuda

2/2

Mio Kouki

C/A

1/1

more at home. Hinano is somewhat reserved in music class, but when I take the time to get her to speak out and show her skills, she demonstrat es a good overall balance of instrumenta l performanc e ability, musical appreciation ability, a steadily growing range of musical concepts, and even some limited achievemen t in very small scale composition . Mio is a reserved member of the group who displays a quiet interest in the subject. She has made some progress with her

Seira Nakamatsu

E/A

2/2

Koki Okubo

E/C

2/2

instrumenta l (recorder) skills. Please have her practice recorder a little bit every day. Seira always listens carefully, thoughtfully , and attentively in music. We have to get her to open up and express herself more verbally and musically. Koki likes to raise his hand and participate in class, showing the teacher and the class what he can play with his instrument, or what ideas or questions he has. Hes an inquirer. I want him to take his recorder home and practice more and more by himself, even for 10

William Shostak

C/C

3/3

Soma Yamamoto

A/C

2/2

min. a day. William has good participatio n in music class, often leads discussions, and asks good questions, William gives good comments, and ideas! I want him to practice his recorder more. His musical expressivity is his strong point, but his technical skill should keep improving. A very open minded student. Soma can play an instrumenta l part (recorder) using a limited range of notes. Would like to see him focus a bit more in class, and if possible practice his recorder at home. Please try

Rin Teruya

E/C

1/2

Marin Suzuki

E/C

1/1

and listen to new music with him at home (even in the background instead of TV) every day. Rin recognizes and responds to sounds and music well, in terms of elements such as dynamics, tempo, duration and timbre. Rin should practice recorder more at home. Marin is a very balanced student with the ability to focus and really learn in any musical situation. She has an open mind and enjoys listening to and playing different kinds of music. I would like her to focus more on making her own original

Rikuto Tanahara

1 0

E/C

2/2

music through improvisatio n. Please encourage her to continue to play her ukulele and explore music from other countries. Rikuto has participated in a range of musical activities, and has particularly enjoyed working with the elements of sound in making basic composition s and solo performanc e exercises. I was very impressed also by Rikutos rhythmic ability. If Rikuto continues to concentrate and focus in class, he will progress steadily. Please ask him to practice his recorder more at

John Immanuel Tinio

1 1

E/C

2/2

Shotaro Nakashima

1 2

C/A

1/2

home. John Immanuel is communicat ive and in terms of expressing ideas about music, very good at making associations and analogies with kinds of music he already knows. He basically listens quite well to the teacher an others, and is very eager to express his opinion, although sometimes his in his excitement, he usurps the chance for others to speak. Musically, hes balanced, and I dont see any weak areas. Id like him audition to join my Elementary Choir next year. Shotaro worked well to compose

Hajime Nakachi

1 3

E/C

1/1

and perform a very short piece of music using different basic elements of music (rhythm, pitch, volume, etc.). He is also extremely creative, and enjoys making new musical ideas and sounds. I am constantly surprised by his innovation. He should work more no his instrumenta l skills at home. Hajime is gradually building confidence to express ideas within the group dynamic using his own musical language. He is a very focused and attentive music student, and is a real joy to teach. I want him

Hikaru Honda

1 4

C/C

2/2

to practice on his recorder more at home if possible Hikaru is quickly developing his ability to compare pieces of music by listening and talking about how he feels. When he can focus, he contributes well to Music class.

Grade 5 2012-2013 Mazuru Miyazato 1 E

Notation A 1 P

Developmen t of Concepts A P E 1

Developmen t of Skills A E/C P 1/1

Remarks

Mazuru works well in small groups, and she participates often and

Ayuna Oshiro

E/E

2/2

contributes enthusiastic ally during the process of musical interpretatio n. Is able to sing out, and concentrate well on forming the correct English sounds while performing. Overall positive attitude, and is able to focus and ignore distractions while singing. Ayuna is a friendly student who works with enthusiasm in Music class. She's demonstrat ed skill in describing, comparing, and sharing her opinion about the meaning of different English lyrics in class. She also asks insightful questions to the other students

during presentatio ns. Kazuma Sakai 4 C 3 C 3 E/C 2/2 Kazuma has experienced singing in unison and simple two part melodies with the other students in some of the songs we've covered. He's also shown promising ability to make comprehens ive presentatio ns about the topic we've covered, including the concept of a "cover song". He can express his ideas and defend them logically, but sometimes becomes emotional in class when criticized too harshly by classmates, although this tendency is lessening.

Minami Oshiro

C/C

2/2

When he is focusing and on task, Kazuma is one of the most capable music students in my class. Minami has made fair progress, but with a more concerted effort she could go much further. Id like to see Minami take a more active role in singing in class. She blends in well with the group, but she has to work on finding her own unique voice/vocal expression. If she could listen to more and more vocal music in English, in addition to watching movies/med ia in English, I think it would help her to express

Chihiro Kinoshita

A/A

3/3

Yuuwa Nishijima

C/C

2/2

herself more in music class. Chihiro puts minimal effort into his Music classes, and must do so if he is to improve. His formation of English sounds through singing songs has improved somewhat, but if he makes a bigger effort, hell make more rapid progress. Overall, his attitude is pleasant, and hes a sweet boy. Yet, he is often distracted by his classmates. Suggest he and his sister Yumeno work together on music at home sometimes, so she could support him. Yuuwa has made a

Masaki Hoshino

C/C

3/3

decent effort this year but has made slow progress with some areas of this subject. She does most, but not all of her assignment s. I would like to see her sing out more in class, and participate more actively in our class discussions. Her English reading and singing have improved considerabl y since the beginning of the year, but unless she makes a renewed effort, she might get stuck at her current level. Masaki has gained a lot of confidence musically from when I first met him in class, although he still is somewhat

Syo Gakiya

E/C

2/2

shy and tends not to fully express himself when he sings. He is sometimes distracted by the other boys in his class, but when he can focus himself, he does well. English skill is improving slowly but steadily. Syo has made a constructive contribution to our singing work. He sometimes is distracted by the other boys in class, and occasionally does not complete his assignment s, but the quality of his work is above average. In terms of performanc e, he participates well in the group dynamic, singing out

with a big, open voice. His English reading and writing of music lyrics have improved, and I'm happy to say that his formation of English sounds is stronger than when he first joined my class.

Grade 6 2012-2013 Shuri Oshiro 1 E

Notation A 1 P

Developmen t of Concepts A P E 1

Developmen t of Skills A E/C P 1/1

Remarks

Hiroaki Kakazu

C/C

2/2

Shuri participates positively in class and is willing to answer questions and offer suggestions. Is not afraid to take music risks. Always completes assignments. Has shown improvement in basic musical skills (melody) and knowledge of music culture. Hiroaki has confidence and

Shun Shiroma

A/M

3/3

Kenichi Miyagi

C/A

3/2

a good foundation of musical skills. I think his family encourages his music studies/enjoym ent at home. Sometimes has trouble concentrating in class. Has made a constructive contribution to our group singing work. Would like to see more willingness to demonstrate instrumental skills. Shun is gradually building confidence to express his own ideas within the group without feeling the need to limit himself, but he still needs encouragemen t to stay on task. Sometimes does not complete assignments on time/at all. Kenichi puts decent effort into his work but doesn't plan out his tasks in sufficient

detail. Behavior has improved. He has been improving his English singing and pronunciation slowly. I want him to sing English songs more frequently at home.