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The Student and Tutor practiced piano scales, including F major, D minor, G major, and E minor, focusing on correct fingerings and accidentals. They then moved on to sight-reading exercises with pieces like 'Carmen's Tune' and 'Big Ben', emphasizing proper hand positioning and note identification using clef mnemonics. The session concluded with working on 'Jurassic Park', with homework assigned to practice all four scales daily and specific lines of 'Jurassic Park', along with printing new sheet music.

The Tutor and Student worked on piano pieces, reviewing "Canon in D" at 100 BPM and "Pachelbel's Canon" at 130 BPM, with emphasis on metronome practice. They began sight-reading two new songs, "The Swan" and "Song from a Secret Garden," practicing hands separately and then together for initial sections. Homework assigned includes practicing "Pachelbel's Canon" once daily at 130 BPM, "The Swan" hands together up to bar 18, and "Song from a Secret Garden" hands together up to bar 9.

The Student and Tutor worked on vocal warm-ups and breath control exercises, including lip trills and holding an 'S' sound. They extensively practiced two songs, "Deja Vu" and "Apex Predator," focusing on improving breath placement, dynamics, and transitioning between chest and head voice. For homework, the Student was encouraged to practice lip trills on a five-note scale and actively use their chest voice in daily interactions.

The Student and Tutor practiced various piano scales, including G major, E minor, F major, and D minor, reviewing the concept of relative minors. They also worked on sight-reading exercises with pieces like "Joy" and "Undantino," focusing on note values and technique. The main piece, "Jurassic Park," was broken down, with the first line played hands together and the second line practiced with the right hand, including detailed finger numbering. Homework was assigned to practice these scales and the "Jurassic Park" lines.

The Student and Tutor worked on vocal warm-ups and practiced two songs, "Apex Predator" and Olivia Rodrigo's "Deja Vu." They focused on developing chest voice, mixed voice, and head voice registers, improving breath support with lip trills, and conveying emotional dynamics in performance. For follow-up, the Student was assigned daily lip trill practice to enhance breath control.

The Student and Tutor focused on advanced vocal warm-ups, emphasizing breath control, transitioning between vocal registers (chest, head, and falsetto), and developing lightness in higher notes. They applied these techniques by practicing a high-range song, "Home Wrecker" by Sombr, which the Student was assigned to listen to for homework to prepare for future practice. They also discussed the importance of hydration and consistent vocal exercises for vocal health and strength.