The Ballet Teacher's Guide to Perfect Variation Selection

The first time I coached a student in a classical ballet variation, my palms were sweating more than my student's. (And honestly, the second and third times weren't much better!)

It wasn't that I doubted my ability to teach the choreography or nurture the artistry—what kept me up at night was ensuring I'd helped my student select a variation that would truly serve them: challenging enough to foster growth while setting them up for success and satisfaction.

Being the systematic thinker (geek) that I am, I started tracking my decision-making process during variation selection. After years of both successes and learning experiences (yes, there were a few mismatches along the way!), I've developed these five criteria that have transformed my coaching experience—and more importantly, my students' experiences.

1. Student Investment

Does the student genuinely want to dance this variation? The coaching process requires sustained commitment, and without student investment, even a 50-second variation (silver Fairy) becomes an endless journey.

When students approach me about preparing a variation, I ask them to suggest three they're interested in working on. This accomplishes two things: it gives me insight into their aesthetic preferences and ensures they'll bring motivation to our work together.

Usually, at least one suggestion is a good technical fit. If none are suitable, I can still identify themes in their selections and guide them toward a more appropriate choice that maintains their enthusiasm.

2. Technical Foundation Assessment

Before committing to a variation, I evaluate whether the student has:

• The specific flexibility requirements (those développés in Graduation Ball aren't for everyone!)

• Sufficient ankle strength for the jumps and pointe work

• The ability to execute at least half of the required turns consistently

Students will certainly improve throughout our coaching process, but starting with these foundational elements already in place creates a more positive experience.

3. Ballet Curriculum Alignment

Most steps in the variation should have been learned the year before—if not earlier. This might seem obvious, but I've found it's one of the most overlooked considerations.

It's nearly impossible to refine a student's performance when they're simultaneously trying to master unfamiliar choreography. Most variations require a little modification---either a change in the choreography or a change in when I would normally introduce a step---but most of the choreography should stay within what the student already knows and has refined.

This systematic approach ensures students can focus on artistry rather than simply surviving the steps.

4. Physical and Mental Stamina

Does your student run out of steam during the allegro portion of class? That doesn't bode well for a high-energy variation, no matter how short it is.

Equally important is mental stamina. A student who struggles to maintain focus during regular classes may need additional rehearsals or might benefit from a variation with less intricate details.

5. Natural Affinity and Age-Appropriateness

While I believe in occasionally challenging students to step outside their comfort zones, the coaching process tends to be more rewarding when we select variations that complement their natural movement quality and temperament.

Consider:

• Are they more suited to Romantic-era softness or classical precision?

• Do they possess natural dramatic flair that's dying to come out?

• Is the character they're portraying age-appropriate?

Since we'll spend considerable time exploring the motivation behind the movement, more mature material (like Nikiya) isn't suitable for everyone. I'll never forget watching a technically capable twelve-year-old attempt to embody Odile's seductive qualities—it was super uncomfortable for those of us in the audience!

Ever since implementing these five criteria, the coaching process has become remarkably more fulfilling for both my students and myself. Rather than just hoping for a good match, this framework provides a clear pathway to selecting variations that showcase strengths while strategically addressing growth areas.

The result? Students who feel confident, appropriately challenged, and genuinely connected to their variations---which ultimately shows in their performances.

What criteria do you consider when selecting variations for your students? I'd love to hear your approach in the comments below!