Performing Arts Technicians
Performing Arts Technicians provide technical and other assistance for the production, recording and broadcasting of artistic performances.
operating microwave equipment to transmit video information to transmitter sites and receiving video signals from remote locations
maintaining and repairing radio and television transmitters and associated equipment
selecting and attaching equipment to cameras, positioning cameras, and following the action of scenes being photographed while adjusting controls
positioning equipment, such as spotlights, floodlights and cables, and operating lights during filming, broadcasting and stage performances
applying and retouching make up during shooting and performance, including special effects make up such as scars and wounds
designing and making musical instruments and instrument parts using specially selected materials and techniques similar to those used in cabinetmaking, metal pipe making, silversmithing and wood carving, and tuning and repairing musical instruments
setting up and adjusting equipment such as microphones, and operating sound mixing consoles and associated equipment to regulate volume and sound quality
selecting and setting up television recording, editing and mixing equipment, and adjusting and monitoring their operation
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:
- is expected to grow moderately
- is likely to reach 19,600 by 2026.
Source: Jobs and Skills Australia Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and Jobs and Skills Australia Employment Projections to 2026.
Earnings and hours
Around 56% of people employed as Performing Arts Technicians work full-time hours, in all their jobs combined. This is 10 percentage points below the all jobs average (66%).
Full-time workers work an average of 46 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Median full-time earnings are $1,451 per week, this is lower than the all jobs median ($1,593):
- 3 in 4 workers earn more than $1,299
- 1 in 4 earn more than $1,699
Median hourly earnings are $38, this is similar to the all jobs median ($41 per hour).
Sources: Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average. Full-time median earnings and median hourly earnings: ABS, Survey of Employee Earnings and Hours, May 2021. Compared to all jobs median.
Weekly Earnings (Before Tax)
|Earnings||Performing Arts Technicians||All Jobs Average|
Source: Based on ABS Survey of Employee Earnings and Hours, May 2021, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
Employment across Australia
Employment by State and Territory (% Share)
|State||Performing Arts Technicians||All Jobs Average|
Around 76% of Performing Arts Technicians live in capital cities, compared with the all jobs average of 62%.
New South Wales and Victoria 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 Performing Arts Technicians is 34 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 30% of the workforce. This is 18 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||Performing Arts Technicians||All Jobs Average|
|65 and Over||2.8||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
Formal qualifications are not essential to work as a Performing Arts Technician. Although most workers have a Vocational Education and Training (VET) qualification or a university degree in audio visual studies, screen and media studies or another related field.
- 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||Performing Arts Technicians||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||3.0||10.1|
|Year 10 and below||5.3||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 Performing Arts Technicians who are reliable, work well in a team and have a strong work ethic.
Skills can be improved through training or experience.
Reading work related information.
Thinking about the pros and cons of different ways to solve a problem.
Keeping track of how well work is progressing so you can make changes or improvements.
Writing things for co-workers or customers.
Listening to others, not interrupting, and asking good questions.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Talking to others.
Teaching people how to do something.
Being able to use what you have learnt to solve problems now and again in the future.
45%Coordination with others
Being adaptable and coordinating work with other people.
43%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Managing your own and other peoples' time to get work done.
41%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
41%Operation and control
Controlling equipment or systems.
41%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Looking for ways to help people.
Understanding why people react the way they do.
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.
Figuring out why a machine or system went wrong and working out what to do about it.
These are important topics, subjects or knowledge areas.
64%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
64%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
55%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
50%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English language including the meaning and spelling of words, rules of composition, and grammar.
46%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
45%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
Machines and tools, including their designs, uses, repair, and maintenance.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
Arithmetic, algebra, geometry, calculus, or statistics.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
30%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
29%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
22%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
20%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
18%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Workers use these physical and mental abilities..
Listen to and understand what people say.
See details that are up-close (within a few feet).
Communicate by speaking.
See details that are far away.
Read and understand written information.
Use lots of detailed information to come up with answers or make general rules.
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).
Write in a way that people can understand.
Use general rules to find answers or solve problems logically.
Notice differences between colours, including shades of colour and brightness.
Speak clearly so others can understand you.
Come up with different ways of grouping things.
Pay attention to something without being distracted.
Identify and understand the speech of another person.
43%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Put together small parts with your fingers.
Quickly move your hand to grasp, manipulate, or assemble objects.
Quickly change the controls of a machine, car, truck or boat.
Keep your hand or arm steady.
These are kinds of activities workers regularly do in this job.
73%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
73%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
69%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
67%Building good relationships
Building good working relationships and keeping them over time.
66%Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
65%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
65%Making decisions and solving problems
Using information to work out the best solution and solve problems.
Using your own ideas for developing, designing, or creating something new.
62%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
61%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
59%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
58%Researching and investigating
Looking for, getting and understanding different kinds of information.
57%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
56%Working with electronic equipment
Servicing, repairing, calibrating, regulating, fine-tuning, or testing electronic devices and equipment.
56%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
54%Making sense of information and ideas
Looking at, working with, and understanding data or information.
50%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
50%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
46%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
44%Explaining things to people
Helping people to understand and use information.
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.
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.
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.
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.
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.
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.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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.
97%Indoors, heat controlled
Work indoors with access to heating or cooling.
Use electronic mail.
Talk with people face-to-face.
85%Spend time sitting
Spend time sitting at work.
85%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Talk on the telephone.
83%Freedom to make decisions
Have freedom to make decision on your own.
79%Being exact or accurate
Be very exact or highly accurate.
77%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
Work with people in a group or team.
76%Responsible for outcomes
Take responsibility for the results of other people's work.
Work to strict deadlines.
Have freedom to decide on tasks, priorities, and goals.
73%Impact of decisions
Make decisions that have a large impact on other people.
69%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
69%Frequent decision making
Frequently make decisions that impact other people.
62%Lead or coordinate a team
Lead others to do work activities.
62%Making repetitive motions
Spend time making repetitive motions.
Deal with conflict or disagreements.
53%Contact with the public
Work with customers or the public.
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, 27-4011.00 - Audio and Video Equipment Technicians.