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Student and Tutor began by discussing the student's successful application of vocal techniques during a recent church performance, noting reduced vocal strain and improved voice strength. They then clarified the difference between diaphragm and abdominal tension and performed vocal warm-ups focusing on transitions and pitching. The main academic work involved introducing and practicing "Epic Three" from Hadestown, with a focus on falsetto transitions and a new "diaphragm kick" technique. The student was assigned to continue practicing this song.

The Student and Tutor worked on advanced Spanish translation, starting with a review of the Student's written practice and clarifying grammar points, including the use of "más de" versus "más que." They then completed a Level 3 translation exercise from an article about social media and dangerous driving, focusing on accurate vocabulary and idiomatic expressions. As homework, the Student was assigned to translate a song from *Encanto*, emphasizing listening comprehension and handling poetic language.

The Student and Tutor worked on vocal warm-ups, including descending scales and numerical patterns to strengthen vocal transitions. They then focused on the song "Epic 3" from Hades Town, practicing falsetto technique, breath control, and smooth transitions between vocal registers. The plan is to continue working on this song in the next session, exploring more lively sections.

Student and Tutor focused on refining vocal technique, beginning with warm-ups to improve pitch accuracy and falsetto transitions. They then extensively practiced "Thunderbringer," working on consistent pitching within chromatic movements and dynamic control. The session concluded by introducing "The Parting Glass" for future practice, after the student decided not to pursue "Hallelujah."

Student and Tutor engaged in vocal warm-ups, focusing on octave leaps and half-note scales. They practiced "No Longer You" and "Wouldn't You Like," emphasizing falsetto power, seamless vocal transitions, and precise pitching. The Tutor recommended new songs for future practice, and the Student informed them of an upcoming week-long absence.

The Tutor and Student reviewed Spanish verb tenses, specifically the present perfect continuous and past tenses (preterite vs. imperfect). They also discussed vocabulary related to video games and current events, practicing sentence construction and translation from English to Spanish. The Student was assigned to submit their written answer to a previous philosophical question for review.