The Psychology of Dance Class Call-Out Videos: Validation or Performance?

Dance Class Call-Outs Shift Focus from Training to Performance

In a column for Dance Magazine, Li Min Tan, an adult dancer and owner of the balletwear brand Cloud & Victory, argues that the widespread practice of recording and posting dance class “call-out” videos is fundamentally altering the culture of studio training. Tan writes that while getting chosen for a select group is a source of validation, the reliance on these videos for social media approval can create a performative environment that distracts from the primary purpose of dance instruction.

The Mechanics of Validation in the Studio

Tan compares attending an open dance class to purchasing a pack of trading cards, noting that the outcome of a session is often unpredictable. She describes the “call-out”—the moment an instructor selects specific students to film a combination—as a rare form of recognition that cannot be bought. According to her account, the desire for this affirmation is a common, if sometimes suppressed, feeling among dancers. She notes that students often experience demoralization when they are not chosen, viewing the lack of a call-out as a sign that their progress is stagnant or their effort insufficient.

The practice has become a fixture of modern dance conventions and open classes. Tan observes that while some dancers criticize the trend as narcissistic or performative, many continue to post their own selected runs online while omitting those they feel are less successful. She writes that the call-out functions as a “Hyper Potion” for dancers’ insecurities, providing a quick, external source of confidence that can feel more tangible than the slow, internal process of technical improvement.

Instructors Use Videos to Retain Students and Boost Engagement

The trend is not driven solely by students. Tan reports that instructors also utilize call-out videos as a strategic tool to retain students, cultivate a consistent base of regulars, and generate polished content for their own digital platforms. By creating high-quality, shareable videos, teachers can secure a “dopamine hit” of online engagement, which helps them gauge the success of their class in a market where student attendance can be inconsistent.

Tan suggests that this dynamic creates a reciprocal need for validation between the teacher and the student. When a class succeeds in producing a popular video, both parties benefit from the social proof. However, she argues that this focus can inadvertently prioritize the “select few” over the broader student body, leaving those not chosen to feel excluded from the instructional experience.

Redefining Value Beyond the Camera

In her analysis, Tan proposes that the dance community should reconsider what constitutes a successful class. She suggests shifting the focus away from the performative aspect of social media content and toward more meaningful metrics of growth, such as receiving direct personal corrections from instructors or fostering a supportive environment where students encourage one another regardless of the final product.

The column concludes with a reflection on the “Magikarp” metaphor—a reference to the Pokémon character that splashes around ineffectively before eventually evolving into a powerful dragon. Tan argues that dancers should not fear the moments when they feel ineffective or unpolished. She contends that the value of training lies in the persistence of showing up and working, rather than in the immediate, curated results captured on video. She encourages dancers to find affirmation in the community they build with their peers, emphasizing that the most valuable aspects of dance training—the corrections, the consistent effort, and the shared learning experience—remain more significant than any viral post.