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The Student and Tutor focused on piano technique and piece work, reviewing practice on Opus 802, Opus 599, and Original Rag. They practiced specific technical challenges in each piece, including wrist pivot for Alberti bass, octave jumps, and irregular fingerings. Homework includes practicing wrist pivots and specific sections of the assigned pieces, with the next session's timing adjusted for daylight savings.

Student and Tutor practiced Chopin's 365 No. 2, addressing specific techniques for ascending and descending passages and preparing for upcoming complex fingerings. They then began working on Chopin's Waltz Op. 69 No. 2, exploring historically informed performance practices regarding tempo, pedaling, and ornamentation, alongside a discussion about musical editions. The Student is to continue practicing the waltz, focusing on tempo stabilization and pedaling, with a plan to revisit it next week.

Student and Tutor reviewed the student's piano progress across several etudes (Opus 802, 299, 158), focusing on developing correct fingering and efficient wrist motions like arching and doorknob techniques. They discussed strategies for achieving evenness in runs and refining left-hand dynamics. The Tutor also outlined a revised practice schedule, prioritizing specific etude books to manage workload.

Student and Tutor continued their piano lesson by reviewing existing scale variations and introducing the chromatic scale, including a new fingering pattern. They analyzed fingering concepts within Czerny Op. 299 and began a new piece, Czerny Op. 139 No. 3, focusing on simplifying left-hand patterns. The Tutor also provided updated sheet music and discussed acquiring a new pattern book for further practice.

The Student and Tutor worked on interpreting a piano piece, "696 number 17," focusing on dynamic nuances, historical performance practices, and expressive articulation. They discussed how to introduce contrast and character through varied touch and rhythmic emphasis, particularly in the arpeggio and concluding sections. For homework, the Student was assigned Czerny 399 number 1, alongside existing pieces, with plans to adjust lesson frequency.

Student and Tutor commenced piano lessons, focusing on foundational techniques. They covered essential piano posture, identified note names on the keyboard using black key patterns, learned finger numbering, and practiced basic five-finger patterns for both hands. The Student then began working on the first four measures of Opus 599, No. 1, combining different hand movements and opposing rhythms. The Tutor will provide a worksheet on posture and the first piece for practice, with future sessions dedicated to reading sheet music.