| 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. |
Emergency Medical Services Careers and Jobs
Select, Find and Prepare for Emergency Medical Services Careers and Jobs - all on one page
For people who want fast-paced, hands-on emergency medical work without a multi-year nursing or medical degree. Use the tools below to see which emergency medical services roles fit your background and goals.
This field has a clear, tiered licensure ladder (EMT to Paramedic) that directly determines scope of practice and pay. Use the tools below to explore Emergency Medical Services-related job titles sorted by growth rate, salary, or required education. You can start with entry points like EMT-Basic, or look ahead to advanced roles such as Paramedic or Flight Paramedic. Along the way, you will see specific certifications, such as National Registry EMT (NREMT) / Paramedic License, that can help you move up the career ladder.
Here is a short Helper Video 
This page will take you through 4 steps to (1) Select from Emergency Medical Services careers/jobs, (2) Find Emergency Medical Services job listings, (3) Prepare for Emergency Medical Services careers, and (4) Provide Emergency Medical Services career-specific resources.
Step 1: Select a Career/Job: This page starts with 4 ways for you to identify and select from listings of Emergency Medical Services careers/jobs:
A) Fastest Growing Emergency Medical Services Careers - 2025 to 2035 (est.)
These listings are based on job growth estimates and helps you to identify the fastest growing and evolving Emergency Medical Services careers. Some careers may not initially seem related to Emergency Medical Services, so relevant Emergency Medical Services jobs are listed alongside each listing. This can also help us to identify which careers (bottom of the listing) may have negative growth - perhaps due to automation or planned obsolescence.
B) Median Annual Salary U.S. Emergency Medical Services Careers
These listings are sorted (descending) by median annual salary in the U.S. This may help us to identify our ideal career. We may not qualify at this time for the desired career, but this listing and the results provided can help us to explore job details, as well as learn how to appropriately prepare for the career.
C) Emergency Medical Services Career Ladders (Educational Requirements)
These listings will help us to identify Emergency Medical Services careers sorted by educational requirements (with the most difficult to obtain listed first). This may help us to identify career ladders (as we scroll down the list), and help us to get jobs that we qualify for now.
D) Select From a Listing of 33 Emergency Medical Services Jobs.
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 job titles
2) Browse the list (Don't Filter) - You can simply explore the list of job titles. There may be many that you might never have considered to be of interest.
Once you have identified a job title 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 chosen career. Information may include (not every career choice includes all of the elements below - updates occur quarterly):
Core Duties: Lists the primary worker-related tasks performed in this occupation
Supplemental Duties: Lists additional tasks that are performed but are secondary to the core duties
Work Activities: Summarizes the broad types of behaviors and actions related to this career
Specific Work Activities: Provides more granular day-to-day activities tied to the work performed
Essential Skills: Provides foundational skills that are core to performing this specific occupation
Transferable Skills: Provides career-portable skills that can be applied across multiple occupations and industries
Day-in-the-Life Summaries: Provides a snapshot of the key activities performed on a typical workday in this career
Knowledge Required: Provides the requirements regarding the acquisition of facts and principles
Software Skills: Lists software tools commonly used in this occupation, organized by category and priority
Preparation Required: Provides a summary of the required experience and education
Education Required: Detailed breakdown of the education required
Training and Experience Required: Detailed breakdown of the training and Training and Experience Required
Local Salary Information: Provides national and local salary ranges
Certifications: Provides appropriate government and private-sector certifications and/or credentials that may be required
Professional Associations: Provides professional associations that are related to the career selected
Job Listings: Provides links to active current job listings for the selected career, along with multiple similar job titles to explore. All information appears on this page without navigating away.
Related Careers to Consider: Lists up to 20 careers that might be of interest to you (related to your initial choice - what they do, what they know, and what they're called), ranked by best fit.
** If you clicked on a link from section D (as described in Step 1 above), you will see one or more links to an occupation that is usually a bit more general than your initial job selection - the link(s) is directly related to the specific job you identified through your prior selections.
*NOTE: It is possible that there may not be a career path identified for the specific job you selected in Step 1. If this is the case, scroll up the page and click on a different career/job.
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that provide detailed (updated) links 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. Can also assist with coffee chats.
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/Job
10 Emergency Medical Services careers are listed below (sorted by Percentage Change in Total Job Openings - 2025 to 2035 est.). Emergency Medical Services-related jobs specific to each career are also provided. This shows which careers are emerging and growing the fastest. Please Scroll and Select below:
| Occupations | U.S. Job Openings 2025-2035 (% change) | Emergency Medical Services-Related Jobs |
11 Emergency Medical Services careers are listed below (sorted by U.S. National Median Salary). Emergency Medical Services-related jobs specific to each occupation are also provided. Please Scroll and Select below::
| Occupations | National Median Salary | Emergency Medical Services-Related Jobs |
11 Emergency Medical Services careers are listed (sorted by Education/Preparation Requirements - descending) to provide career ladders. Emergency Medical Services-related jobs specific to each career are also provided.
|
Education/Preparation Categories: 5 = Usually requires graduate school (e.g., Master's degree, Ph.D., M.D., or J.D.) 4 = Usually requires a four-year Bachelor's degree 3 = Usually requires vocational training, related on-the-job experience, or Associate's degree 2 = Usually requires a high school diploma or GED, but not always Please Scroll and Select below: |
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| Occupations | Education/Preparation | Emergency Medical Services-Related Jobs |
Scroll through the picklist (below). There are 33 specific Emergency Medical Services job titles listed. Select those that may be of interest - you will get active job listing links, along with detailed resources to help you prepare for a career related to that job.
You can use this form two ways:
Filter - As you enter a keyword, you will filter (limit) the list of job titles below
Browse the list (Don't Filter) - You can simply explore the list of job titles. There may be many that you might never have considered to be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title (Scroll and Select) :
Step 2 of 4: Find a Job
Find Job Listings:
Music Directors and Composers.
Step 3 of 4: Prepare For a Career
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 (2025):
51,100U.S. Total Employment (2035 est.):
51,700
Employment Change (2025-2035 est.):
600 (1.2%) Average Annual Job Openings (2025-2035 est.):
4,200
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 (such as a GED) |
| Frequency of Attainment: 2.2 (%) | Level of Education: Post-Baccalaureate Certificate |
| Frequency of Attainment: 1.9 (%) | Level of Education: Post-Master's Certificate |
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
| Job Listings and Similar Occupational Titles - scroll and click to identify common requirements, keywords, and skills in current job listings |
Related Careers to Consider
Step 4 of 4: Career-Specific Resources
This section contains detailed external 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.
Developed by Dr. Ralph Jagodka, Ed.D., Professor Emeritus of Business Management at Mt. San Antonio College and author of the Harvard Business Impact article "What to Do When Students Ask You for Career Advice." - Full bio. © 2026 About This Page
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