Spike+Ballet+Dancer

__Spike Learns Ballet__

As the dancers spun around in the last movement of the final act, the crowd burst into applause. Spike was mesmerised, he wanted to be up there centre stage, the spotlight on him.

As soon as they left the theatre, Spike was demanding that he learn to dance. Mr du knew that there was no point arguing as Spike would never give up. The next morning he was on the phone to a local ballet studio. That Thursday after school Mr du drove Spike to the studio and enrolled him in a class.

Spike learnt very quickly. He was full of energy and enthusiasm. He was a prodigy. After four weeks he could spin faster, leap higher and bow lower than any other dancer. He could do the splits and raise his leg up straight so that it could touch his nose.

The only problem was that he didn’t actually listen to the music. When the music slowed down to andante, Spike would still be spinning full speed at prestissimo. Even when the music had stopped Spike would still be leaping across the stage. Spike’s moves were spectacular, but they didn’t fit in with choreography and this totally confused the other dancers.

The choreographer and dance teacher were both frustrated. They had a major performance coming up and they wanted Spike to star, but he didn’t fit in with the other dancers. The choreographer told his teacher that they would have to drop him from the roll. The dance teacher asked the choreographer to give him another week.

During the next lesson the dance teacher took Spike aside and asked him to stay behind after class. He was determined to have one last try. Later, when Spike came to see him, he told Spike to stand centre stage, then he turned off the spotlight and told Spike to close his eyes.

Now the dance teacher stood to one side of the stage. He held a long stick, like a broom handle, in his hand. He started to beat the stick firmly on the floor in a slow rhythm. Spike began to move slowly to the beat. The teacher began to beat the stick more quickly. Spike began to dance faster. The dance teacher beat the stick very quickly, Spike spun and twirled just as fast as the beat. Now was the test. The music teacher began to slow down the rhythm, all the time wondering whether Spike would respond or if he were now totally absorbed in his own performance. As his teacher watched on, Spike started to slow down. The instructor finally brought the beat to a close and Spike came to a stop, his arms held aloft in the bras en couronne position. The instructor clapped and Spike opened his eyes and bowed.

The next session the music teacher started in the same way, but then moved to the piano. Spike, eyes closed, still kept to the beat of the music. The following session the choreographer was there as well. Once more the music teacher placed Spike centre stage and asked him to close his eyes. This time he quietly arranged the other dancers around him.

His eyes closed tight Spike concentrated intensely, waiting for the piano to lead him into the dance. Spike listened for the beat in the music and followed the pattern the choreographer had taught him. He moved slowly when the music was slow, rapidly when the music was fast. He moved fluidly when the music was smooth and haltingly when the music was more staccato. He leapt high when the music leapt and stretched out when the music slowed.

When the music stopped, he opened his eyes and, as he leaned into his bow, he was surprised to see the stage around him dotted with other dancers all posed in the exact same position as he. The dance teacher and choreographer both applauded. The whole dance company bowed low together. They were ready for the performance of their life times.