Music Directors conduct choirs, orchestras, bands, ensembles, opera companies, and musical performances.
Specialisations: Band Leader, Choral Director, Orchestra Conductor.
A bachelor or postgraduate degree in music and a high level of musicianship is usually needed to work as a Music Director.
Auditions and selects musicians and singers.
Selects music for performances and assigns instrumental parts to musicians.
Directs musical groups at rehearsals and performances to achieve desired effects such as tonal and harmonic balance, rhythm and tempo.
JSA 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, Music Professionals, under the outlook section.
Earnings and hours
Around 58% of people employed as Music Directors work full-time hours, in all their jobs combined. This is 8 percentage points below the all jobs average (66%).
Full-time workers work an average of 48 hours per week in their main job. This is 4 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||Music Directors||All Jobs Average|
Around 80% of Music Directors live in capital cities, compared with the all jobs average of 62%.
Victoria and New South Wales have a large share of employment relative to their 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 Music Directors is 45 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 40% of the workforce. This is 8 percentage points below 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||Music Directors||All Jobs Average|
|65 and Over||7.4||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
A bachelor or postgraduate degree in music and a high level of musicianship is usually needed to work as a Music Director.
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Highest Level of Education (% Share)
|Type of Qualification||Music Directors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||28.3||10.1|
|Year 10 and below||3.1||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 Music Professionals who have strong interpersonal skills, can communicate well with diverse audiences and work independently.
Skills can be improved through training or experience.
Keeping track of how well work is progressing so you can make changes or improvements.
Teaching people how to do something.
55%Coordination with others
Being adaptable and coordinating work with other people.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
Managing your own and other peoples' time to get work done.
52%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
52%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
52%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Understanding why people react the way they do.
Listening to others, not interrupting, and asking good questions.
Figuring out the best way to teach or learn something new.
Talking people into changing their minds or their behaviour.
Measuring how well a system is working and how to improve it.
Being able to use what you have learnt to solve problems now and again in the future.
Looking for ways to help people.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Reading work related information.
Bringing people together and trying to sort out their differences.
Writing things for co-workers or customers.
These are important topics, subjects or knowledge areas.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
78%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
63%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
59%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
English language including the meaning and spelling of words, rules of composition, and grammar.
56%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
54%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
53%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
52%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
42%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
39%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
38%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
38%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
Arithmetic, algebra, geometry, calculus, or statistics.
32%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Tell the difference between sounds.
Communicate by speaking.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Pay attention to a certain sound when there are other distracting sounds.
Listen to and understand what people say.
54%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Identify and understand the speech of another person.
Read and understand written information.
Come up with different ways of grouping things.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Speak clearly so others can understand you.
Use general rules to find answers or solve problems logically.
See details that are up-close (within a few feet).
Work out where a sound has come from.
Pay attention to something without being distracted.
46%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Use lots of detailed information to come up with answers or make general rules.
Imagine how something will look after it is moved around or changed.
Write in a way that people can understand.
These are kinds of activities workers regularly do in this job.
81%Building good relationships
Building good working relationships and keeping them over time.
75%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
Using your own ideas for developing, designing, or creating something new.
68%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
65%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
62%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
59%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
59%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
58%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
57%Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
56%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
56%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
53%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
53%Making decisions and solving problems
Using information to work out the best solution and solve problems.
51%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
49%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
49%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
48%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
47%Researching and investigating
Looking for, getting and understanding different kinds of information.
39%Coordinating the work of a team
Getting members of a group to work together to finish 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.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
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.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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.
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.
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.
Work with people in a group or team.
90%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
89%Freedom to make decisions
Have freedom to make decision on your own.
Have freedom to decide on tasks, priorities, and goals.
Talk with people face-to-face.
81%Physically close to people
Work physically close to other people.
Talk on the telephone.
80%Lead or coordinate a team
Lead others to do work activities.
77%Responsible for outcomes
Take responsibility for the results of other people's work.
75%Being exact or accurate
Be very exact or highly accurate.
Work to strict deadlines.
72%Impact of decisions
Make decisions that have a large impact on other people.
67%Letters and memos
Write letters and memos.
65%Spend time sitting
Spend time sitting at work.
64%Frequent decision making
Frequently make decisions that impact other people.
62%Spend time standing
Spend time standing at work.
60%Contact with the public
Work with customers or the public.
Use electronic mail.
Talk to a group of people.
56%Making repetitive motions
Spend time making repetitive motions.
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, 27-2041.01 - Music Directors.