Early Life
Born in Wirral, England to dockworker George Percival Lythgoe and mother Gertrude Emily Lythgoe, he became interested in dance at the age of 10. He began with tap and then went on to become a student at the Hylton-Bromley School of Dance and Drama and later at the Perry Cowell School of Dance, both in Wallasey, Merseyside where he studied classical ballet, modern jazz, ballroom, character, classical Greek and National dance from various countries. Lythgoe's first professional job was in the Corps de Ballet for the National tour of "The Merry Widow." He went on to train in London under Joanne Steuer and Molly Molloy. Beginning in 1969, Lythgoe performed with the BBC's "Young Generation" dance troupe. He later became their choreographer in 1971 and has choreographed over 500 television shows.
Read more about this topic: Nigel Lythgoe
Famous quotes containing the words early life, early and/or life:
“... business training in early life should not be regarded solely as insurance against destitution in the case of an emergency. For from business experience women can gain, too, knowledge of the world and of human beings, which should be of immeasurable value to their marriage careers. Self-discipline, co-operation, adaptability, efficiency, economic management,—if she learns these in her business life she is liable for many less heartbreaks and disappointments in her married life.”
—Hortense Odlum (1892–?)
“Even today . . . experts, usually male, tell women how to be mothers and warn them that they should not have children if they have any intention of leaving their side in their early years. . . . Children don’t need parents’ full-time attendance or attention at any stage of their development. Many people will help take care of their needs, depending on who their parents are and how they chose to fulfill their roles.”
—Stella Chess (20th century)
“We have good reason to believe that memories of early childhood do not persist in consciousness because of the absence or fragmentary character of language covering this period. Words serve as fixatives for mental images. . . . Even at the end of the second year of life when word tags exist for a number of objects in the child’s life, these words are discrete and do not yet bind together the parts of an experience or organize them in a way that can produce a coherent memory.”
—Selma H. Fraiberg (20th century)