removed bluesroom html and changed to markdown
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title: Part III
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description:
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published: true
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date: 2026-04-24T04:11:41.161Z
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tags: Blues
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editor: markdown
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dateCreated: 2026-04-24T04:11:41.161Z
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---
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<div style="width: 100%; max-width: 1400px; margin: 0;">
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<div style="position: relative; width: 100%; padding-bottom: 56.25%; height: 0; overflow: hidden;">
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<iframe src="https://video.terbits.xyz/player.html?src=videos/Bluesrooms/etc/we-just-want-to-dance/Part%20III.mp4" style="position: absolute; top: 0; left: 0; width: 100%; height: 100%; border: 0;" allowfullscreen allow="autoplay; fullscreen"></iframe>
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</div>
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</div>
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## FOCUS
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- This lesson teaches two optional footwork sequences for a dance routine, focusing on heel digs or scissor kicks with styling variations, aiming to build groove and personal expression.
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## TIP & TRICKS:
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- For heel digs, dig the heel into the ground and step it back under the body, repeating on both sides.
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- For scissor kicks, kick down through the heel, keeping it small and under the body with energy directed downward.
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- Add groove by playing with posture and giving the moves attitude to make them stylish.
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- For scissor kick styling, swing hips in the opposite direction of the kick for a small movement or lean the upper body back for a bigger effect.
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- Practice the timing with counts like one, two, three, four, five, six, seven for heel digs or one and two and three and four for scissor kicks.
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- End both options in the same position on count seven, with the left leg behind, before transitioning to a grapevine step.
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##REMEMBER
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- Enjoy the simplicity of basic moves and make them your own by adding personal style.
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- Choose between heel digs or scissor kicks based on what feels better for your body.
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- Focus on timing and rhythm to ensure smooth transitions between steps.
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- Experiment with different styling options to enhance the dance's visual appeal.
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- The routine allows for creativity, so adapt it to look however you want.
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- Practice both options to build versatility and confidence in your movements.
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