Artistic Directors determine and oversee implementation of artistic policies for performing arts organisations such as theatre companies, dance companies, music ensembles, festivals or venues.
Manages artistic and media productions to meet quality, cost and timing specifications.
Formulates and develops organisations' artistic policies and selects and plans organisations' artistic programs.
Hiring and managing artistic staff.
Vocational Education and Training (VET)
The NSC produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Artistic Directors, Media Producers & Presenters, under the outlook section.
Earnings and hours
Around 78% of people employed as Artistic Directors work full-time hours, in all their jobs combined. This is 12 percentage points above the all jobs average (66%).
Full-time workers work an average of 50 hours per week in their main job. This is 6 hours more than the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Employment across Australia
Employment by State and Territory (% Share)
|State||Artistic Directors||All Jobs Average|
Around 78% of Artistic Directors live in capital cities, compared with the all jobs average of 62%.
Victoria has a large share of employment relative to its population size.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Artistic Directors is 44 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 35 to 44 years.
Females make up 51% of the workforce. This is 3 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Artistic Directors||All Jobs Average|
|65 and Over||4.4||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Extensive experience in the entertainment industry and proven ability is needed to work as an Artistic Director. Many workers also have a formal qualification in performing arts or another related field. University and Vocational Education and Training (VET) are both common study pathways.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Creative Arts and Culture VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Artistic Directors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||26.9||10.1|
|Year 10 and below||1.8||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Artistic Directors, Media Producers & Presenters who have strong interpersonal skills, can communicate well with a variety of people and work well in a team.
Skills can be improved through training or experience.
Listening to others, not interrupting, and asking good questions.
Talking to others.
55%Coordination with others
Being adaptable and coordinating work with other people.
Reading work related information.
Thinking about the pros and cons of different ways to solve a problem.
Managing your own and other peoples' time to get work done.
52%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Keeping track of how well work is progressing so you can make changes or improvements.
Teaching people how to do something.
50%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Talking people into changing their minds or their behaviour.
Bringing people together and trying to sort out their differences.
Understanding why people react the way they do.
Writing things for co-workers or customers.
Being able to use what you have learnt to solve problems now and again in the future.
45%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Figuring out the best way to teach or learn something new.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Measuring how well a system is working and how to improve it.
Looking for ways to help people.
These are important topics, subjects or knowledge areas.
85%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
68%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
English language including the meaning and spelling of words, rules of composition, and grammar.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
60%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
57%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
53%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
52%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
51%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
50%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
48%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
40%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Arithmetic, algebra, geometry, calculus, or statistics.
36%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
27%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
25%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Workers use these physical and mental abilities..
Listen to and understand what people say.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Communicate by speaking.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Use general rules to find answers or solve problems logically.
Read and understand written information.
Write in a way that people can understand.
Use lots of detailed information to come up with answers or make general rules.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
See details that are up-close (within a few feet).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
50%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Come up with different ways of grouping things.
See details that are far away.
Imagine how something will look after it is moved around or changed.
Do two or more things at the same time.
Notice differences between colours, including shades of colour and brightness.
Pay attention to something without being distracted.
41%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
These are kinds of activities workers regularly do in this job.
74%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
73%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
72%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
71%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
69%Researching and investigating
Looking for, getting and understanding different kinds of information.
68%Coordinating the work of a team
Getting members of a group to work together to finish a task.
68%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
Using your own ideas for developing, designing, or creating something new.
67%Building good relationships
Building good working relationships and keeping them over time.
63%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
62%Making decisions and solving problems
Using information to work out the best solution and solve problems.
61%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
59%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
56%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
51%Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
50%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
50%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
42%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
40%Explaining things to people
Helping people to understand and use information.
39%Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Working with people. Helping or providing service to others.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Use electronic mail.
100%Indoors, heat controlled
Work indoors with access to heating or cooling.
Work with people in a group or team.
95%Frequent decision making
Frequently make decisions that impact other people.
94%Being exact or accurate
Be very exact or highly accurate.
Work to strict deadlines.
Talk with people face-to-face.
93%Spend time sitting
Spend time sitting at work.
93%Freedom to make decisions
Have freedom to make decision on your own.
91%Lead or coordinate a team
Lead others to do work activities.
89%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
87%Impact of decisions
Make decisions that have a large impact on other people.
Talk on the telephone.
82%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
77%Responsible for outcomes
Take responsibility for the results of other people's work.
76%Making repetitive motions
Spend time making repetitive motions.
Have freedom to decide on tasks, priorities, and goals.
72%Physically close to people
Work physically close to other people.
Compete with others, or be aware of competitive pressures.
66%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 27-2012.02 - Directors- Stage, Motion Pictures, Television, and Radio.