| Important Core Job Duties (in order of importance) For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 100 (%) | Description: Apply elements of music theory to create musical and tonal structures, including harmonies and melodies. |
| Importance: 100 (%) | Description: Determine voices, instruments, harmonic structures, rhythms, tempos, and tone balances required to achieve the effects desired in a musical composition. |
| Importance: 98 (%) | Description: Experiment with different sounds, and types and pieces of music, using synthesizers and computers as necessary to test and evaluate ideas. |
| Importance: 98 (%) | Description: Fill in details of orchestral sketches, such as adding vocal parts to scores. |
| Importance: 98 (%) | Description: Transcribe ideas for musical compositions into musical notation, using instruments, pen and paper, or computers. |
| Importance: 98 (%) | Description: Plan and schedule rehearsals and performances, and arrange details such as locations, accompanists, and instrumentalists. |
| Importance: 97 (%) | Description: Transpose music from one voice or instrument to another to accommodate particular musicians. |
| Importance: 97 (%) | Description: Direct groups at rehearsals and live or recorded performances to achieve desired effects such as tonal and harmonic balance dynamics, rhythm, and tempo. |
| Importance: 97 (%) | Description: Use gestures to shape the music being played, communicating desired tempo, phrasing, tone, color, pitch, volume, and other performance aspects. |
| Importance: 97 (%) | Description: Position members within groups to obtain balance among instrumental or vocal sections. |
| Importance: 95 (%) | Description: Consider such factors as ensemble size and abilities, availability of scores, and the need for musical variety, to select music to be performed. |
| Importance: 95 (%) | Description: Explore and develop musical ideas based on sources such as imagination or sounds in the environment. |
| Importance: 95 (%) | Description: Study scores to learn the music in detail, and to develop interpretations. |
| Importance: 92 (%) | Description: Write musical scores for orchestras, bands, choral groups, or individual instrumentalists or vocalists, using knowledge of music theory and of instrumental and vocal capabilities. |
| Importance: 92 (%) | Description: Rewrite original musical scores in different musical styles by changing rhythms, harmonies, or tempos. |
| Importance: 92 (%) | Description: Arrange music composed by others, changing the music to achieve desired effects. |
| Importance: 91 (%) | Description: Copy parts from scores for individual performers. |
| Importance: 90 (%) | Description: Audition and select performers for musical presentations. |
| Importance: 88 (%) | Description: Collaborate with other colleagues, such as copyists, to complete final scores. |
| Importance: 87 (%) | Description: Perform administrative tasks such as applying for grants, developing budgets, negotiating contracts, and designing and printing programs and other promotional materials. |
| Importance: 85 (%) | Description: Create original musical forms, or write within circumscribed musical forms such as sonatas, symphonies, or operas. |
| Importance: 81 (%) | Description: Confer with producers and directors to define the nature and placement of film or television music. |
| Importance: 79 (%) | Description: Study films or scripts to determine how musical scores can be used to create desired effects or moods. |
| Importance: 78 (%) | Description: Write music for commercial mediums, including advertising jingles or film soundtracks. |
| Importance: 77 (%) | Description: Transcribe musical compositions and melodic lines to adapt them to a particular group, or to create a particular musical style. |
| Importance: 73 (%) | Description: Assign and review staff work in such areas as scoring, arranging, and copying music, and vocal coaching. |
| Importance: 69 (%) | Description: Meet with soloists and concertmasters to discuss and prepare for performances. |
Master Degree Careers and Jobs
Explore Careers and Jobs Predominantly Filled by Those with a Master's Degree with or without Certificates - All On One Page
Sorted by median annual U.S. salary and including percentage of job holders with Master's Degree.
A master's degree deepens expertise and often unlocks specialized, supervisory, or higher-paying roles beyond a bachelor's degree. For people weighing whether advanced study will meaningfully expand their career options. Compare careers ranked by salary, review degree-holder and experience percentages, and access preparation resources for each role.
Here is a short Helper Video 
.
This page will take you through 4 steps, relative to an Doctorate Degree, to (1) Select a career, (2) Find active job listings, (3) Prepare for the career you chose, and (4) Provide web resources specific to the career you chose.
Step 1: Select a Career: You will be presented with a listing of Doctorate Degree careers. The list may be quite long. There are two ways you might like to use this list:
1) Filter - As you enter a word, you will filter (limit) the list of careers below
2) Browse the list (Don't Filter) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover careers that might be of interest.
Once you have identified a career of interest, simply click on it.
Step 2: Find a Job: After you have selected a career/job title above, you will see a form asking for your location. You will see several radio selection choices to utilize the job search site of your choice.
Step 3: Prepare For a Career: In this section you will gain access to detailed information to help you prepare for the career you selected. Information includes core and supplemental duties, general and specific work activities, knowledge required, essential and transferable skills required, day-in-the-life summaries, knowledge required, software skills required, preparation required, educational requirements, training and work experience required, local salary information, certifications, professional associations, current job listings for the job selected along with multiple similar job titles, and related careers (related to what they do, what they know, and what they're called).
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that will provide detailed (updated) links to occupational information specific to the career you selected. This information includes:
Videos: Provides a listing of video links related to this career. A great way to get a quick overview of the occupation.
Resumes: Sources for resume materials and techniques. This can help to get you started.
Job Description: Sources that provide job descriptions, which are vital to resume and interview preparation.
Interviews: Provides links that can help you to prepare for and successfully complete the job interview.
Step by Step: Provides links to resources that can help to organize the career search process.
LinkedIn: One of the best professional social media sites that provides links, opportunities, and networking specifically for careers and career development.
Step 1 of 4: Select a Career
Leading Books About Master Degree Jobs
What jobs can you get with a Master's Degree? Scroll through the picklist (below). These are careers related to the Master's Degree level, with at least 30% of job holders having a Master's Degree. - 105 specific careers are listed, with matching jobs currently available. Select those careers that may be of interest - you will then get links to matching active job listings, and detailed resources to help you prepare.
You can use this form two ways:
1) Enter a Keyword - As you enter a keyword, you will filter (limit) the listing to those careers that contain the keyword entered
2) Browse the list (Don't enter a keyword) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover jobs that might be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title - Sorted by Annual Salary -(scroll and Select) :
Legend: Career Title Link / (% having Masters Degree) / (Median Annual U.S. Salary)
Step 2 of 4: Find a Job
Job Listings for: Music Directors and Composers.
Step 3 of 4: Prepare For a Career
Prepare for the "Music Directors and Composers" Career
The details below will provide a pathway to your specific job goal and help you to identify an appropriate career ladder.
Music Directors and Composers
Description: Conduct, direct, plan, and lead instrumental or vocal performances by musical artists or groups, such as orchestras, bands, choirs, and glee clubs; or create original works of music.
Please click on a section below to expand and see detailed occupational information related to "Music Directors and Composers":
U.S. Total Employment (2023):
48,100U.S. Total Employment (2033 est.):
51,200
Employment Change (2023-2033 est.):
3,000 (6.3%) Average Annual Job Openings (2023-2033 est.):
6,000
Core Duties
Supplemental Duties
| Important Supplemental Job Duties (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 55 (%) | Description: Coordinate and organize tours, or hire touring companies to arrange concert dates, venues, accommodations, and transportation for longer tours. |
Work Activities
| Important General Work Activities (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 90 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Importance: 89 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 83 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 80 (%) | Description: Communicating with Supervisors, Peers, or Subordinates: Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Importance: 79 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 76 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 75 (%) | Description: 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. |
| Importance: 74 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 73 (%) | Description: Communicating with People Outside the Organization: Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
| Importance: 72 (%) | Description: Working with Computers: Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Importance: 72 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 71 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 71 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 68 (%) | Description: Developing and Building Teams: Encouraging and building mutual trust, respect, and cooperation among team members. |
| Importance: 67 (%) | Description: Training and Teaching Others: Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Importance: 67 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 66 (%) | Description: Coaching and Developing Others: Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Importance: 65 (%) | Description: Performing Administrative Activities: Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
| Importance: 65 (%) | Description: Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Importance: 63 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 62 (%) | Description: Monitoring and Controlling Resources: Monitoring and controlling resources and overseeing the spending of money. |
| Importance: 60 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
Specific Work Activities
| Important Specific Work Activities
How can you begin to build experience and skill doing these? This will help now, to begin preparing for this type of occupation. Specific Work Activities appear below: |
|
| Audition or interview potential performers or staff members. | |
| Collaborate with others to determine technical details of productions. | |
| Collaborate with others to prepare or perform artistic productions. | |
| Coordinate artistic activities. | |
| Coordinate logistics for productions or events. | |
| Coordinate musical rehearsals or performances. | |
| Create musical compositions, arrangements or scores. | |
| Design layout of art or product exhibits, displays, or promotional materials. | |
| Determine presentation subjects or content. | |
| Direct fundraising or financing activities. | |
| Negotiate for services. | |
| Operate audio recording equipment. | |
| Select staff, team members, or performers. | |
| Stay informed about current developments in field of specialization. | |
| Study details of musical compositions. | |
| Study scripts to determine project requirements. | |
Knowledge Required
| Knowledge Required (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 93 (%) | Description: Fine Arts: Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
| Importance: 74 (%) | Description: English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar. |
| Importance: 68 (%) | Description: 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. |
| Importance: 66 (%) | Description: Computers and Electronics: Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Importance: 61 (%) | Description: 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. |
| Importance: 60 (%) | Description: 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. |
Essential Skills
| Essential Skills (in order of importance)
These are the foundational skills most central to success in this occupation. For the Top 5 most important, how can you begin building experience and confidence using these skills now? |
|
| Importance (%) | Description |
| Importance: 64 (%) | Description: 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. |
| Importance: 60 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 58 (%) | Description: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 58 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| Importance: 56 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 56 (%) | Description: Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Importance: 54 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
Transferable Skills
| Transferable Skills (in order of importance)
These are skills that can transfer across occupations and industries. For the Top 5 most important, how can you strengthen these skills now so they support both this career and future career flexibility? |
|
| Importance (%) | Description |
| Importance: 58 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Importance: 56 (%) | Description: Coordination: Adjusting actions in relation to others' actions. |
| Importance: 54 (%) | Description: Persuasion: Persuading others to change their minds or behavior. |
| Importance: 52 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 52 (%) | Description: Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Importance: 52 (%) | Description: Time Management: Managing one's own time and the time of others. |
| Importance: 52 (%) | Description: Management of Personnel Resources: Motivating, developing, and directing people as they work, identifying the best people for the job. |
Day-in-the-Life Summaries
| Day-in-the-Life Summaries These summaries show the main types of activities you are likely to perform on a regular basis in this occupation. How can you imagine your typical workday — using these examples to see if this type of work fits you? |
| Activity: Communicate with others about specifications or project details. |
| Activity: Coordinate artistic or entertainment activities. |
| Activity: Create artistic designs or performances. |
| Activity: Create visual designs or displays. |
| Activity: Develop news, entertainment, or artistic content. |
| Activity: Direct organizational operations, activities, or procedures. |
| Activity: Maintain current knowledge in area of expertise. |
| Activity: Manage budgets or finances. |
| Activity: Negotiate contracts or agreements. |
| Activity: Operate audiovisual or related equipment. |
| Activity: Perform recruiting or hiring activities. |
| Activity: Present arts or entertainment performances. |
| Activity: Study details of artistic productions. |
Software Skills
|
Software Skills These are examples of software tools commonly used in this occupation, organized from most to least important for your career preparation. How can you start learning or practicing the highest-priority tools so that you feel confident using them on the job? |
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| Emerging Tech Skills | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Electronic mail software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Microsoft Outlook | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Office suite software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Microsoft Office software | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Presentation software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Microsoft PowerPoint | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Spreadsheet software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Microsoft Excel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Word processing software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Microsoft Word | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| General Software Tools | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Data base user interface and query software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Music Director Pro | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Desktop publishing software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Microsoft Publisher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Music or sound editing software (scroll table below): | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Presentation software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| MediaShout | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Video creation and editing software: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Apple Final Cut Pro |
Preparation Required
| Preparation Required - How much preparation is needed to obtain this type of job? |
| Job Zone Four: Considerable Preparation Needed |
| A considerable amount 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. |
| Most of these occupations require a four-year bachelor's degree, but some do not. |
| Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators. |
Education Required
| Education Required - by frequency of educational attainment This shows you details about the level of education most commonly held by workers in this occupation. How can you begin planning the educational pathway that will prepare you best for this type of work? |
|
| Frequency of Attainment (%) | Level of Education |
| Frequency of Attainment: 28.2 (%) | Level of Education: Master's Degree |
| Frequency of Attainment: 24.0 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 20.6 (%) | Level of Education: Doctoral Degree |
| Frequency of Attainment: 7.9 (%) | Level of Education: Associate's Degree (or other 2-year degree) |
| Frequency of Attainment: 6.2 (%) | Level of Education: Some College Courses |
| Frequency of Attainment: 5.1 (%) | Level of Education: Less than a High School Diploma |
| Frequency of Attainment: 3.8 (%) | Level of Education: High School Diploma - or the equivalent (for example, GED) |
| Frequency of Attainment: 2.2 (%) | Level of Education: Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. |
| Frequency of Attainment: 1.9 (%) | Level of Education: Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree but do not meet the requirements of academic degrees at the doctoral level. |
Training and Experience Required
| Training and Experience Required - by frequency of training and work experience attainment This section shows you how often different types of training and work experience are required for this occupation. How can you start gaining the kinds of experience and training that are most common for this type of work? |
|
| Frequency of Attainment (%) | Level of Training and Work Experience |
| Frequency of Attainment: 31.2 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Frequency of Attainment: 21.3 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 16.5 (%) | Level of Training and Work Experience: Over 10 years |
| Frequency of Attainment: 14.2 (%) | Level of Training and Work Experience: Over 6 years, up to and including 8 years |
| Frequency of Attainment: 7.7 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 6.8 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 1.2 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 1.1 (%) | Level of Training and Work Experience: Over 8 years, up to and including 10 years |
Local Salary Information
Select a State (scroll and Select) :
Please select a State to see State and National Salaries
Professional Associations
| Professional Associations These associations connect people who work in this occupation or related fields. How can you start using these associations to learn more, build your network, or find mentoring opportunities? |
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American Choral Directors Association (ACDA)
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American Society of Composers, Authors and Publishers (ASCAP)
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International Computer Music Association (ICMA)
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National Music Publishers Association (NMPA)
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The National Association of Composers/USA (NACUSA)
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Job Listings
Related Careers to Consider
Step 4 of 4: Career-Specific Resources (detailed and constantly updated)
This section contains detailed resources appropriate to "Music Directors and Composers". Explore these resources to start learning more. Links are constantly updated, so bookmark this page.
Videos
Here is a listing of videos related to this career. A great way to get a quick overview of the occupation.
Resumes
Here are resources that allow you to see example resumes for this occupation. It may be helpful to see examples from others who have this type of experience.
Job Description
Here are resources that provide job descriptions, which are vital for resume and interview preparation.
Interviews
There are many great resources that can help guide you through the interview process. These links provide help in preparing and performing an effective interview, specific to this occupation.
Step-by-Step
Here are links to help guide you, step-by-step, to become a(n): Music Directors and Composers
LinkedIn®
Here are links to various posts and groups from LinkedIn ® that relate to this occupation. Great way to start building professional contacts in the field that might be most appropriate for you.
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