Music instructor

Music instructors educate students in specific theory and, primarily, practice-based music courses at a specialised music school or conservatory at a higher education level, including musical instruments and vocal training. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master in music. Music educators monitor the students’ progress, assist individually when necessary, and evaluate their knowledge and performance of music practice through assignments, tests and examinations.

The following job titles also refer to music instructor:

music school instructor
music school teacher
music conservatory instructor
music conservatory teacher
music conservatory lecturer
music school lecturer
music conservatory professor
conservatory music instructor
instructor of music in higher education
specialist music educator
music conservatory trainer
higher education music instructor
specialist practitioner in music instruction
conservatory music teacher
specialist instructor of music

No formal educational credential is generally required to work as music instructor. However, this requirement may differ in some countries.

ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:

• the nature of the work performed in an occupation in relation to the characteristic tasks and duties
• the level of formal education required for competent performance of the tasks and duties involved and
• the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.

Music instructor is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to music instructor.

music teacher
music teacher secondary school
performing arts school dance instructor
performing arts theatre instructor
adult literacy teacher

These occupations require some skills and knowledge of music instructor. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of music instructor with a significant experience and/or extensive training.

This knowledge should be acquired through learning to fulfill the role of music instructor.

Musical instruments: The different musical instruments, their ranges, timbre, and possible combinations.
Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Musical genres: Different musical styles and genres such as blues, jazz, reggae, rock, or indie.
Musical notation: The systems used to visually represent music through the use of written symbols, including ancient or modern musical symbols.
Musical theory: The body of interrelated concepts that constitutes the theoretical background of music.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of music instructor.

Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Compile course material: Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Liaise with educational support staff: Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students’ well-being.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Play musical instruments: Manipulate purpose-built or improvised instruments to produce musical sounds.
Teach music principles: Instruct students in the theory and practice of music, whether recreationally, as part of their general education, or with the aim of assisting them in pursuing a future career in this field. Offer corrections while instructing them in courses such as the history of music, reading music scores, and playing a musical instrument (including voice) of specialisation.
Demonstrate a technical foundation in musical instruments: Demonstrate an appropriate foundation on the technical workings and terminology of musical instruments such as voice, piano, guitar, and percussion.
Maintain safe working conditions in performing arts: Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
Demonstrate when teaching: Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Read musical score: Read the musical score during rehearsal and live performance.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

This knowledge is sometimes, but not always, required for the role of music instructor. However, mastering this knowledge allows you to have more opportunities for career development.

Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Teamwork principles: The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
History of musical instruments: The historical background and chronology of various musical instruments.
Music literature: Literature about music theory, specific music styles, periods, composers or musicians, or specific pieces. This includes a variety of materials such as magazines, journals, books and academic literature.
Scientific research methodology: The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results.
Movement techniques: The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.

These skills and competences are sometimes, but not always, required for the role of music instructor. However, mastering these skills and competences allows you to have more opportunities for career development.

Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Improvise music: Improvise music during live performances.
Transpose music: Transposing music into an alternate key while keeping the original tone structure.
Supervise music groups: Direct music groups, individual musicians or complete orchestras at rehearsals and during live or studio performances, in order to improve the overall tonal and harmonic balance, dynamics, rhythm, and tempo.
Maintain musical instruments: Check and maintain musical instruments.
Promote the conservatory: Maintain a positive image of the conservatory and use personal network in the best interest of the conservatory, such as establishing valuable artistic and financial connections.
Create musical forms: Create original musical forms, or write within existing musical formats like operas or symphonies.
Orchestrate music: Assign lines of music to different musical instruments and/or voices to be played together.
Create musical structures: Apply aspects of music theory in order to create musical and tonal structures such as harmonies and melodies.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Collaborate with music librarians: Communicate and work together with music librarians to ensure permanent availability of scores.
Develop curriculum: Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Assist students with their dissertation: Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student.
Perform exercises for artistic performance: Perform exercises and demonstrate them when required. Aim to reach the training session objectives and the appropriate pace, finding a balance between artistic requirements and risk prevention principles. Take into account your physical form: fatigue, recovery periods, resting times, etc.
Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees.
Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Develop professional network: Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.
Organise musical events: Set the date, the agenda, gather the required resources, and coordinate events around music such as concerts, competitions or exams.
Perform classroom management: Maintain discipline and engage students during instruction.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Provide career counselling: Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.

2310 – University and higher education teachers

 

 

---

 

 

References

1. Music instructor – ESCO