Summary Report for:
27-2041.01 - Music Directors
Direct and conduct instrumental or vocal performances by musical groups, such as orchestras or choirs.
Sample of reported job titles:
Music Director, Conductor, Choir Director, Music Minister, Handbell Choir Director, Music Ministries Director, Artistic Director, Worship Arts Director, Chancel Choir Director, Children's Choir Director
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Use gestures to shape the music being played, communicating desired tempo, phrasing, tone, color, pitch, volume, and other performance aspects.
- Direct groups at rehearsals and live or recorded performances in order to achieve desired effects such as tonal and harmonic balance dynamics, rhythm, and tempo.
- Plan and schedule rehearsals and performances, and arrange details such as locations, accompanists, and instrumentalists.
- Consider such factors as ensemble size and abilities, availability of scores, and the need for musical variety, in order to select music to be performed.
- Study scores to learn the music in detail, and to develop interpretations.
- Position members within groups to obtain balance among instrumental or vocal sections.
- Confer with clergy to select music for church services.
- Transcribe musical compositions and melodic lines to adapt them to a particular group, or to create a particular musical style.
- Audition and select performers for musical presentations.
- Meet with soloists and concertmasters to discuss and prepare for performances.
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Knowledge
| Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
| Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
| Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
| Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. |
| Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. |
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Skills
| Coordination — Adjusting actions in relation to others' actions. |
| Instructing — Teaching others how to do something. |
| Speaking — Talking to others to convey information effectively. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Time Management — Managing one's own time and the time of others. |
| Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job. |
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Abilities
| Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness. |
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
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Work Activities
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
| Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
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Work Context
| Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Telephone — How often do you have telephone conversations in this job? |
| Responsibility for Outcomes and Results — How responsible is the worker for work outcomes and results of other workers? |
| Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
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Job Zone
| Title |
Job Zone Four: Considerable Preparation Needed |
| Overall Experience |
A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Job Training |
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Job Zone Examples |
Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, human resource managers, computer programmers, teachers, chemists, and police detectives. |
| SVP Range |
(7.0 to < 8.0) |
| Education |
Most of these occupations require a four - year bachelor's degree, but some do not. |
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Interests
Interest code: ASE
| Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
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Work Styles
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Integrity — Job requires being honest and ethical. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. |
| Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
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Work Values
| Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| Recognition — Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
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Related Occupations
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Wages & Employment Trends
National
Median wages data collected from Music Directors and Composers.
Employment data collected from Music Directors and Composers.
| Median wages (2006) |
$19.11 hourly, $39,750 annual |
| Employment (2006) |
68,000 employees |
| Projected growth (2006-2016) |
Average (7% to 13%)
|
| Projected need (2006-2016) |
23,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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