English Tutor at Lancaster University | Literature, Writing, Reading, Debate

The Student and Tutor engaged in vocal warm-ups, including note matching and solfège exercises. They practiced "Amazing Grace" with a focus on pitch consistency and discussed vocal power. For follow-up, the Student was assigned to listen to and practice "Fight Song" and complete warm-up exercises.

Student and Tutor engaged in a singing lesson, starting with vocal warm-ups that covered range and breath control. They practiced various rhythm exercises, which included recognizing patterns from the target song. The core of the session involved practicing "Wouldn't You Like" from Epic 3 at slower speeds, with the Tutor providing detailed feedback on pitching, breath support, vocal attacks, and enunciation. For follow-up, the Student was advised to continue practicing at gradually increasing speeds, with plans to work on Epic 3 at full speed in the next session.

Student and Tutor worked on vocal warm-ups and practiced sections of "The Vagabond" by Vaughan Williams, focusing on pitching, rhythm, and understanding key changes. They also reviewed and practiced a section of "Epic 3," noting significant progress in the Student's pitching and vocal adaptability. Homework was assigned to practice specific sections of both songs, with a focus on ear training, pitching consistency, and falsetto.

The Student and Tutor engaged in a singing lesson focused on vocal technique, rhythm, and song performance. They worked through vocal warm-ups and rhythm exercises, then practiced three songs: "Epic 3" (Hadestown), "Wouldn't You Like," and "St. James Infirmary." Key areas of practice included breath control, pitch accuracy, rhythmic precision, dynamic expression, and reducing vocal tension. The Student was given specific practice points for each song to work on before the next session.

Student and Tutor engaged in a Spanish literary translation session, working through a B2-level text to practice vocabulary, grammatical structures, and idiomatic expressions. They discussed translation strategies, including handling tense distinctions and context-dependent meanings. For future study, they agreed to explore works by Gabriel García Márquez, starting with "Nobody Writes the Colonel," with a planned review of reflexive verbs and the subjunctive mood.

Vocal warm-ups were conducted, and vocal health was discussed in light of the Student's cold. The Student practiced "St. James Infirmary," focusing on pitch accuracy and subtle note slides, then transitioned to "Epic 3," analyzing its falsetto and spoken-word elements. Line-by-line practice of "Epic 3" focused on rhythm and melody, with homework assigned to listen and practice the rhythms slowly.