At the end of a performance, the crowd is often divided. Some cheer based on hype or popularity, while others judge based on the performer’s actual talent. This same scenario plays out across the university setting and influences areas far beyond entertainment. From campus politics, where students may vote for a candidate based on popularity or flashy campaign materials rather than concrete plans, to campus awards, where fame often outweighs genuine merit, the pattern is hard to miss. This raises an important question: are student performers truly talented, or are they simply being carried by popularity, influence, and hype?
Before going further, it is important to define what we mean by a “student performer.” While the phrase can cover a wide range of activities, in this context it refers to university students who professionally engage in performances such as acting, singing, dancing, public speaking, comedy, or content creation as influencers. These students are everywhere on campus, providing entertainment, inspiration, and sometimes even shaping campus culture. However, a key issue arises. Many of these performers gain attention and recognition not solely because of their skill, but because of hype, popularity, or social buzz. This leaves lingering questions about the true value of their talent.
The concept of talent is quite broad, and considering different perspectives helps to understand it better. According to Ifeoluwa, a 200 Level student, talent is a skill that shows consistency. It is the ability to perform well repeatedly, not just once when the crowd is excited. A singer who can control their voice across different songs, or a dancer whose movements remain clean and well-timed even without background hype, clearly demonstrates talent.
For Daniel, a 400 Level student, talent is when you mount a stage and people can immediately tell you know what you are doing, without anybody hyping you. From these two perspectives, talent can simply be seen as the ability to deliver excellence at any time, regardless of buzz or popularity.
Hype, on the other hand, is also a broad concept and often depends on individual perception. According to Deborah, a 300 Level student, hype is the excitement or attention created around a person that is not always based on ability. It often comes from popularity, social media buzz, or peer influence. She further added, “Sometimes, na packaging dey sell pass the product.” In some cases, hype can exist even when talent is minimal.
Tolani shares a similar view. To her, hype is the excitement and attention built around a performer, mostly through social media, word of mouth, and crowd reactions. It is not always false, but it can be exaggerated, shaping how people already expect a performance to be even before it happens. She said jokingly, “Once name don loud, crowd don ready clap.”
Having established the meaning of these two key concepts, the next question becomes unavoidable. Which one truly dominates the campus setting?
On campus, both talent and hype coexist, feeding off each other. Without talent, hype may struggle to last, and without hype, talent often goes unnoticed. However, within the university setting, hype appears to play the louder role, with talent coming second. Many student performers flourish largely because of the buzz surrounding them, often driven by personality, faculty recognition, social presence, or involvement in charitable activities that draw attention. Sometimes, na who people know pass who sabi.
Most student performers also seem aware that hype plays a crucial role in their survival and visibility within the campus system. Speaking with Joel, a student of the University of Ibadan, on whether he had seen performers gain attention more from crowd excitement than actual skill, he shared that he had. According to him, “Yes, I have seen cases where a performer became popular mainly because their clips went viral on social media. The crowd already expected something exciting, so even an average performance received loud applause. In such situations, attention came more from anticipation than actual skill.”
Tobiloba, a 200 Level student, offered a slightly different perspective. He noted that while hype can overshadow skill, it is not always negative. “Yes, I have seen this happen,” he said, “but I think it is not always a bad thing. Sometimes social media simply exposes a performer to a wider audience. Even if the skill is not perfect yet, the attention can help them grow and improve.” He playfully added, “At times, hype na ladder wey talent fit climb.”
It is worth noting that much of the hype surrounding student performers does not always grow from personal experience or careful judgment. Instead, a number of factors contribute to the buzz these performers receive on campus. These factors range from friend influence and peer pressure to growing popularity, physical appearance, dressing style, and even confidence on stage. In many cases, these elements push talent into the background when performances are being judged within the campus space.
When asked about the factors that influence who gets celebrated, Peter explained that recognition often comes from a mix of influences rather than skill alone. Using a spoken word artist as an example, he noted that performers with an existing following or strong stage confidence tend to receive louder applause. He also pointed out the role of social media, explaining that once performance clips go viral, attention increases rapidly. Support from friends or even faculty members can further boost a performer’s recognition. “Skill matters,” he said, “but hype and visibility often decide who ends up celebrated.”
Tobiloba, speaking again, shared a similar observation from a different angle. Using a stand-up comedian as an example, he explained that comedians who are already popular often receive bigger laughs, even when the jokes are average. Peer pressure, he added, plays a major role, as people tend to laugh once they see others doing the same. He also noted that appearance, such as how well a performer is dressed or how attractive they are, can shape first impressions and influence attention. In his view, visibility and appearance sometimes push a performer ahead of someone who may actually be more skilled.
With these factors shaping hype over talent, it becomes necessary to examine the impact this trend has on the campus setting.
Exalting hype over talent has clear consequences. One major impact is the discouragement of genuinely skilled students, who may begin to feel that building their craft is less important than chasing visibility. Instead of investing time in personal development, some performers channel their energy into reputation, publicity, and social image. Over time, this can cause talented individuals to neglect their abilities, believing they are not good enough to shine in spaces where others appear to flourish more easily.
For instance, a student who spends nights rehearsing for a performance and delivers a commendable showing may still be overlooked in favour of another performer surrounded by buzz. If such a student lacks strong ambition or support, they may eventually abandon the talent altogether and redirect their focus elsewhere. At the same time, it is also true that without hype, many performers may struggle to find the motivation or opportunities needed to continue or improve. For some, hype na fuel wey keep the fire burning.
When asked about the impact of both hype and talent on student performers, Joel explained that hype plays a major role in determining visibility on campus. According to him, “A talented performer without buzz may struggle to get opportunities, while someone with hype gets invited repeatedly. Talent still matters, but it usually comes after attention has already been secured. In many cases, hype opens the door, and talent decides how long the performer stays relevant.”
Deborah offered a more personal perspective, noting that hype can shape how performers see themselves and how others respond to them. “Some performers gain confidence from hype, while others feel pressured to meet expectations they may not be ready for,” she said. She added that talent builds confidence gradually through consistency and effort, stressing that while hype creates attention, talent sustains respect within the university environment.
Tolani echoed this balance, explaining that both elements affect student performers in different ways. “Hype helps performers get noticed quickly, especially through social media and peer networks,” she noted. “However, talent is what helps them grow and improve over time. On campus, hype may attract the crowd first, but without skill, the interest eventually fades.”
Improving the balance between hype and talent requires conscious effort from both students and the university community. For students, especially performers, there is a need to strike a healthy balance between visibility and skill development. While building a presence through social media and networking is important, it should not replace consistent practice and personal growth. Student performers must learn to see hype as a tool, not a substitute for ability.
Students as audience members also have a role to play. Applause and support should not be driven only by popularity or familiarity, but by genuine appreciation of effort, creativity, and improvement. By learning to celebrate growth and consistency, students can help create an environment where talent is truly valued and encouraged.
At the university level, structures can be put in place to ensure that recognition goes beyond popularity. Campus competitions, awards, and showcases can adopt clearer evaluation criteria that prioritize skill, creativity, and improvement rather than relying solely on voting or crowd reaction. Providing mentorship programmes, workshops, and platforms where student performers can develop their craft will also help shift attention back to talent. When universities intentionally spotlight skill and consistency, they send a clear message about what truly matters.
From the foregoing, hype and talent both influence how student performers are received on campus, but hype often takes the lead. Much of this attention is built on familiarity, popularity, and other factors rather than careful judgment of skill, which raises questions about the true value of talent. This trend has led to the rise of performers who rely more on buzz than ability, while some genuinely talented students remain unnoticed. Universities can help by ensuring awards and recognition focus on performance quality, and students can play their part by applauding skill rather than fame. For student performers, the challenge is to strike a balance between building attention and developing their talent, because popularity may open doors, but skill determines how long they remain relevant. Ultimately, a campus culture that values both hype and talent in the right measure will allow performers to grow, shine, and inspire others meaningfully.
