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The student and tutor reviewed guitar improvisation techniques, including blues licks and scale patterns, and explored music theory concepts like the Dorian mode. They practiced applying these concepts over backing tracks and worked on scale pattern exercises, with plans to continue integrating these elements into future practice.

The student and tutor reviewed vocal resonance, scale practice on the piano, and breath support techniques, addressing the student's tendency to tense the upper core and the impact of allergies on vocal quality. They practiced "Somewhere Over the Rainbow," focusing on pitch, support, and resonance, with the tutor providing guidance on technique and managing physical limitations.

The student and tutor worked on various guitar techniques, including arpeggios and scale patterns. They then explored major blues scale additions to minor blues patterns and practiced improvising over a blues progression. The session concluded with an introduction to Dorian mode, its theoretical underpinnings, and harmonic applications, with plans to reinforce scale patterns in future lessons.

The class focused on advanced vocal techniques, including staccato and legato scale exercises to improve pitch and breath control. The student practiced specific challenging phrases from "Somewhere Over the Rainbow," with the tutor providing detailed feedback on pitch, tone, and emotional delivery. Future practice will involve consistent scale work with piano accompaniment and targeted song sections.

The tutor and student worked on vocal exercises focusing on breath support, staccato technique, and transitioning into head voice. They practiced singing scales and song excerpts, with a plan to continue refining vocal production and pitch accuracy.

The tutor and student focused on foundational singing techniques, beginning with diaphragmatic breathing exercises and progressing to vocal scale practice and resonance training. They aimed to improve vocal clarity and richness, with plans to further develop these aspects, particularly in relation to the student's original song.