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The session focused on enhancing the Student's vocal performance through rhythm exercises, musical theory, and stylistic singing. Student practiced differentiating note durations, understanding jazz 'swing' rhythm, and applying a smooth, suave vocal style to 'Mac the Knife.' Tutor provided detailed feedback on pitching and vocal transitions, and offered specific performance tips for the Student's upcoming presentation of 'Curtain Falls,' including warm-up routines, breathing techniques, and diaphragm support.

The Student and Tutor worked on vocal warm-ups, focusing on high-end and low-end range, and then delved into practicing the opening number from the musical *In the Heights*. They focused on the challenges of rapid annunciation, rhythmic accuracy, and maintaining consistent tempo in spoken-word singing, using a metronome to aid practice. They also discussed upcoming practice on 'Curtain Falls' and 'Epic 3' for the next session.

The Tutor and Student reviewed the Student's significant progress in singing techniques, including breath control, pitching, and vocal transitions. They collaboratively set future learning goals focusing on lower voice projection, connecting head and falsetto, understanding vocal mix, and improving rhythm. The session concluded with warm-ups and initial practice on 'Epic III' to address vocal transitions.

The Student and Tutor focused on vocal technique, starting with warm-ups for breath control and pitch. They extensively practiced sections of 'Epic 3,' emphasizing proper posture, falsetto delivery, and the challenging transition into and sustainment of the mix voice. The Student was assigned to continue practicing vocal placement and projection for the next session.

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.