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The Student and Tutor practiced the ending section of a previous song and then began working on a new exam piece titled "Melody." They focused on fundamental music theory, including time signatures and note identification, followed by detailed practice of both the right and left-hand parts of the new piece. The next session was scheduled for an earlier time.

The Student and Tutor practiced piano warm-up exercises and worked on three pieces: "Why Am I Blue" (introducing syncopation), the "G Blue Scale Performance Piece" (focusing on jazz elements and accidentals), and an F major etude. They reviewed scales, chords, and rhythmic concepts like dotted quarter notes, eighth rests, and accents. The Student was encouraged to continue practicing the current exercises, particularly left-hand coordination, and was informed they are approaching the final page of their current learning level.

The Student and Tutor practiced piano pieces and technical exercises, including a sonata, right-hand and left-hand exercises, and the song "Talking to the Moon," with significant attention paid to timing and proper pedal technique. They also reviewed harmonic chords as homework, focusing on the rule for diminished chords within major scales. The Student was assigned to continue practicing the exercises at target tempos and apply the pedal and harmonic chord rules.

Student and Tutor reviewed foundational piano concepts, including note names, keyboard layout, and the construction of major scales using whole and half steps. They practiced C major and G major scales with specific fingering for both hands, explored triads and chord inversions, and learned to read notes in both treble and bass clefs. The session also covered rhythmic values and counting techniques, with the Tutor providing sheet music resources for continued practice.

The Student and Tutor focused on foundational piano techniques, practicing C, F, D, and G chords with both hands to improve coordination and smooth transitions. They also reviewed and practiced two pieces, "Arabesque" and "Waltz," concentrating on correct fingering, rhythm, and developing hand independence. The Tutor encouraged continued practice on combining both hands for complex passages, particularly in the Waltz.

The student and tutor worked on advanced piano techniques, focusing on wrist mechanics, finger independence, and rhythmic precision in scales, arpeggios, and trills. They explored musical theory concepts like movable versus fixed 'do' and discussed strategies for achieving legato phrasing. The tutor introduced a new piece, Robert Schumann's "The Pleading Child," for future study.