I CAN GO THE DISTANCE SONG

The first stanza tells about a great dream that could be related to
fulfilling a lifelong dream or to a search for [Link] song
Go the Distance was used in the film Hercules as a reflection of
Hercules’ quest for acceptance and later on he found out he is the
son of Zeus. Relating this stanza to my personal experience as a
teenager, I am also dreaming of achieving my dreams and be
successful someday. I would only be fully happy when I know
that the people around me, especially my family and friends, are
also proud of my achievements just like what the song says,
“where’s a hero’s welcome would be waiting for me”, “where the
crowds will cheer”, and “and a voice keeps saying this is where
I’m meant to be”.
In the second stanza, the song tells about knowing a dream can
be achieved someday and that a way will lead towards that dream
if along the journey he will remain strong and surely every step of
the way will all be worthwhile. For me, I know someday I can
reach my dream. I need to have the strength and courage and for
sure I will find my way to fulfill my dream. My journey is still long
but I am sure to enjoy every step until I reach my destination.
The third stanza reflects the part of the journey towards
achieving a dream wherein the path being taken seems like an
unknown road, nothing seems to be sure if it will really lead
towards the goal destination. It says, “though the road may
wander, it will lead me to you”. Indeed, keeping the faith, the road
towards my dream may be unknown and maybe at some po Just
like in the previous line, this last stanza represents the dreamer
as a shooting star. On this note, a shooting star travels across
the sky “searching the world”. The line “I will face its harms”,
relating to a shooting star, means that the shooting star is
uncertain of the danger he may encounter along his search of the
world, uncertain of how far the end of the journey is, but he will
not mind and will face everything until he finds the hero’s
welcome he has been longing for.
I used to say that reaching my dreams is like reaching for the
stars. Through this song I realized that it could also be like
climbing an uphill slope and searching the world like a shooting
star. No matter how and to what I compare my journey towards
my dreams would be like, one thing is certain, it is the fact that I
can only reach my dreams if I posses a strong heart that never
gives up, never loses hope, equipped with perseverance and
courage. My victory is sweeter if I see people around me,
especially my family and friends, cheering, rejoicing, and proud of
my achievements. Only then I can say that my journey is
[Link] I might also doubt the path, I know that with my
strong perseverance and great hope, I can reach my dream
someday. “It may take a lifetime but somehow I’ll see it through”
is a representation of what kind of attitude each one of us should
posses. I should not lose hope and just give up during the times
when it seems like I am not getting anywhere because as long as
I am taking steps I will surely get there someday no matter how
long it will take.
The fourth stanza sets the right attitude of not giving up and
never losing hope. The journey towards reaching my dream can
be compared to climbing an uphill slope. It will never be easy
because I need to stay focused and I should not look back
because it will make it harder to focus, instead I should keep my
eye on the ultimate goal which is to reach the top for my journey
to be completed.
In the next line it says, “to look beyond the glory is the
hardest part”. I think it means that although we have a great
dream, it is still hard to look beyond the fulfillment of that
dream. It is like wondering what is at the rainbow’s end. It is not
enough that I hold onto my dream, I should be equipped with
hope, perseverance, courage, and strength because as the song
goes “for a hero’s strength is measured by his heart”. I should
posses a strong heart that never gives up, a heart that never
loses hope no matter how tough the situations may be. I have
always believed that only those with brave hearts finish the
journey towards their dreams.
Just like in the previous line, this last stanza represents the
dreamer as a shooting star. On this note, a shooting star travels
across the sky “searching the world”. The line “I will face its
harms”, relating to a shooting star, means that the shooting star is
uncertain of the danger he may encounter along his search of the
world, uncertain of how far the end of the journey is, but he will
not mind and will face everything until he finds the hero’s
welcome he has been longing for.

I used to say that reaching my dreams is like reaching for the

stars. Through this song I realized that it could also be like
climbing an uphill slope and searching the world like a shooting
star. No matter how and to what I compare my journey towards
my dreams would be like, one thing is certain, it is the fact that I
can only reach my dreams if I posses a strong heart that never
gives up, never loses hope, equipped with perseverance and
courage. My victory is sweeter if I see people around me,
especially my family and friends, cheering, rejoicing, and proud of
my achievements. Only then I can say that my journey is
complete.
 Musical Concept Possible Activities
 FAST and SLOW TEMPO Race Down Ramps
Use ramps to demonstrate fast and slow to give
the preschoolers a hands-on opportunity to
experience the concepts. You can make your own
ramps using pieces of wood or molding in
different lengths. According to the National
Association for the Education of Young Children,
this activity is essentially a preschool-level
physics lesson that helps your students to start to
understand the science behind fast and slow
motion as they begin to learn the basics of how
gravity and force work. Build up different heights
by propping one end of each ramp up on stacks of
blocks. For example, make a short three block
stack ramp and a tall eight block ramp. Choose
two of the same objects to race down the ramps.
Use toy cars, trucks or marbles. Ask the
preschoolers to observe the race and tell you
which one went the fastest and which one was the
slowest. Ask questions such as, "What is the
difference between the fast and the slow ramps?"
or, "How do the ramps look different?" Repeat the
activities with the same-sized ramps, but different
racing objects to compare which objects move
faster.
Create a Classification Collage
Include an art activity in your discussion of fast
and slow to help your students understand and
identify the differences between things that move
fast and things that go slow. Page through child-
friendly magazines and cut out pictures of
vehicles, animals or anything else that moves. For
example, cut out a race car, a train, a horse and
buggy, a turtle and a cheetah. Work together as a
class and have the preschoolers sort the pictures
into two groups -- one fast and one slow. Draw a
line down the center of a piece of poster board.
Have the students glue the slow pictures to the left
side and the fast ones to the right, classifying each
item into one of the two categories.

Examine guitar strings, frets, and harmonic

Orchestral instruments and o
proportions as you divide the string into half,
their different timbers fourths, etc.
o Use bells to discuss vibration by letting them
ring and then stopping the vibration with the
mallet (or resting the mallet on the tone bar in
 order to not allow vibration.
o Create a homemade string instrument with
rubber bands
o Play combs with wax paper to feel vibration

High and Low Pitches Try using animals to help

students see and hear high
and low pitch. Students
love animals and when they
hear the animal sounds,
they will be crawling,
flying, and hopping through
your music lessons. Take a
look at this fun game you
can play using the free
resource or animal pictures
you already have in your
classroom

Challenge: PERSONAIZING IDEAS

"Music appreciation is teaching people what to listen

for and how to understand what they are hearing in
different types of music. Courses often focus
on Western art music, commonly called "Classical
music". Usually music appreciation classes involve
some history lessons to explain why people of a certain
era liked the music that they did.[1] "Appreciation," in
this context, means the understanding of the value and
merit of different styles of music. Music appreciation
classes also typically include information about the
composers, the instruments and ensembles, and the
different styles of music from an era. Music appreciation
courses are widely available in universities and
colleges. Typically, these courses are designed for non-
music majors. A significant part of music appreciation
courses is listening to recordings of musical pieces or
excerpts from pieces such as symphonies, opera
arias and concertos. In some music appreciation
classes, the class may go out to hear a live musical
performance by an orchestra or chamber music group."
Music appreciation means that everyone appreciates
music in some [Link] many parents are hesitant to
have their children study formal music appreciation –
that is, the orchestra, composers and classical music –
because they think their child is not interested in this
kind of [Link], classical music offers more
depth than your regular country or pop song, so it can
take a little longer to understand and appreciate it. Also,
many pieces – like symphonies – are as long as 45
minutes, so attention span can be an [Link],
when children are exposed to all kinds of music at a
young age, they can learn to appreciate all of these
kinds of music, including classical. Also, classical music
and study of the orchestra and composers offer many
ways of engaging all kinds of learning and enhancing
other subjects as well as offers a number of mental and
psychological benefits.

CATANDUANES COLLEGE
 PANDAN ANNEX

Output
in
MC- MUSIC
Submitted by:
Madelyn C. Bermejo

Submitted to:
Mr. Ian Lopez
Instructor

CATANDUANES COLLEGE
PANDAN ANNEX
 OUTPUT
IN
MC- MUSIC
Submitted by:
Angel Joy Surell

Submitted to:
Mr. Ian Lopez
Instructor