Is It Favoritism or Reality?
Every dancer has felt jealousy at some point—you wanted the role, you worked hard, you gave it everything… and someone else got it. And suddenly, the thought creeps in: “The teacher has favorites.”
Let’s talk about that.
Dance is an art, but it’s also an athletic pursuit. If you were on a track team, would you expect the fastest runner to anchor the relay? Of course. Would you say the coach was “playing favorites” because they put the strongest sprinter in that position? Probably not. The same logic applies in ballet. Casting, choreography, and placement decisions aren’t about personal preference—they’re about skill, execution, and the needs of the piece.
Some dancers are simply stronger in certain areas. Some pick up choreography faster, have better musicality, more refined technique, or a stage presence that draws the audience in. That’s not favoritism—it’s reality. And that reality isn’t just part of dance; it’s part of life.
But here’s the real danger: Sometimes, calling “favoritism” becomes a way to avoid growth. It lets us off the hook. Instead of looking at our own work, we shift the blame to the teacher. We say, “I didn’t get cast because they don’t like me,” instead of, “I didn’t get cast because my turns are inconsistent - and I need to improve them.”
Blame shifting is damaging. It breaks down trust in the teacher, fuels resentment toward other dancers, and weakens the whole culture of the studio. Instead of training in an environment that pushes everyone to improve, you create a space where people assume the worst, stop working as hard, and let bitterness take root. That doesn’t help anyone.
So, how do you know if favoritism is actually happening?
🚩 Real favoritism looks like:
A teacher giving roles based on personal friendships rather than skill
A dancer consistently breaking rules or slacking off but still being rewarded (remember, you may think a peer’s bad behavior isn’t being challenged - when in fact it is - so be careful not to assume things on this one)
A teacher openly belittling or ignoring certain students
A lack of clear expectations or feedback
✅ Not favoritism:
A dancer getting cast because they have the strongest technique or artistry for the role
Someone getting an opportunity because they put in extra hours to improve
A teacher pushing one student harder because they see their potential
Roles being assigned based on the needs of the piece, not personal relationships
Clear expectations with clear boundaries. Example: Missing rehearsals = less stage time.
If you’re feeling frustrated, I challenge you to shift your perspective. Instead of assuming bias, ask yourself:
💡 What can I learn from the dancer who got the part?
💡 Where do I need to grow?
💡 Am I willing to put in the extra work to get stronger?
It’s not about being “the favorite.” It’s about being the best dancer for the role. If you’re not there yet—keep going. Train harder, refine your artistry, and develop the resilience to handle tough moments. Because in the end, the dancers who succeed aren’t the ones who complain—they’re the ones who adapt, improve, and rise.