Education:
28%
Master's Degree
24%
Bachelor's Degree
Music Director or Composer
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Job Outlook:
Little or no change
Education:
Bachelor's degree
Work From Home
Salary
High:
$165,760.00
Average:
$95,430.00
Hourly
Average:
$45.88
What they do:
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.
On the job, you would:
- Use gestures to shape the music being played, communicating desired tempo, phrasing, tone, color, pitch, volume, and other performance aspects.
- Direct groups at rehearsals and live or recorded performances to achieve desired effects such as tonal and harmonic balance dynamics, rhythm, and tempo.
- Study scores to learn the music in detail, and to develop interpretations.
Important Qualities
Discipline. Talent is not enough for most music directors and composers to find employment in this field. They must constantly practice and seek to improve their technique and style.
Interpersonal skills. Music directors and composers need to work with agents, musicians, and recording studio personnel. Being friendly, respectful, and open to criticism as well as praise, while enjoying being with others, can help music directors and composers work well with a variety of people.
Leadership. Music directors and composers must guide musicians and singers by preparing musical arrangements and helping them achieve the best possible sound.
Musical talent. To become a music director or composer, one must have musical talent.
Perseverance. Music directors and composers need determination to continue submitting their compositions after receiving rejections. Also, reviewing auditions can be frustrating because it may take many different auditions to find the best musicians.
Promotional skills. Music directors and composers need to promote their performances through local communities, word of mouth, and social media platforms. Good self-promotional skills are helpful in building a fan base and getting more work opportunities.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
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93% | Integrity - Job requires being honest and ethical. | |
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93% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
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88% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
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85% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
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84% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
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84% | Persistence - Job requires persistence in the face of obstacles. | |
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84% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
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82% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
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82% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
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82% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
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79% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
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77% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
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75% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
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75% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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72% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
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68% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
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97% | Artistic - Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art. | |
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61% | Enterprising - Work involves managing, negotiating, marketing, or selling, typically in a business setting, or leading or advising people in political and legal situations. Enterprising occupations are often associated with business initiatives, sales, marketing/advertising, finance, management/administration, professional advising, public speaking, politics, or law. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
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89% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
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75% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
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70% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. | |
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64% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
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57% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
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81% | Hearing Sensitivity - The ability to detect or tell the differences between sounds that vary in pitch and loudness. | |
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69% | Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |
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69% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
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69% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
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69% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
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66% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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66% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
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66% | Auditory Attention - The ability to focus on a single source of sound in the presence of other distracting sounds. | |
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63% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
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63% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
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63% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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63% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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63% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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63% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
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60% | Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
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53% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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53% | Flexibility of Closure - The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. | |
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53% | Selective Attention - The ability to concentrate on a task over a period of time without being distracted. |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
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54% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
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54% | Coordination - Adjusting actions in relation to others' actions. | |
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52% | 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. | |
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52% | Speaking - Talking to others to convey information effectively. | |
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52% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
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52% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. |
Job Details
Responsibilities
Coordinate musical rehearsals or performances.
Coordinate musical rehearsals or performances.
Study details of musical compositions.
Create musical compositions, arrangements or scores.
Determine presentation subjects or content.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Audition or interview potential performers or staff members.
Select staff, team members, or performers.
Coordinate musical rehearsals or performances.
Create musical compositions, arrangements or scores.
Coordinate musical rehearsals or performances.
Design layout of art or product exhibits, displays, or promotional materials.
Negotiate for services.
Direct fundraising or financing activities.
Collaborate with others to determine technical details of productions.
Collaborate with others to prepare or perform artistic productions.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Coordinate artistic activities.
Study scripts to determine project requirements.
Create musical compositions, arrangements or scores.
Create musical compositions, arrangements or scores.
Collaborate with others to prepare or perform artistic productions.
Create musical compositions, arrangements or scores.
Coordinate logistics for productions or events.
Operate audio recording equipment.
Stay informed about current developments in field of specialization.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
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93% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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90% | Electronic Mail - How often do you use electronic mail in this job? | |
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89% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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87% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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84% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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84% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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80% | Telephone - How often do you have telephone conversations in this job? | |
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80% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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79% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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73% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
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73% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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71% | Public Speaking - How often do you have to perform public speaking in this job? | |
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70% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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70% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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66% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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65% | Letters and Memos - How often does the job require written letters and memos? | |
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64% | Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures? | |
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64% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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61% | Spend Time Sitting - How much does this job require sitting? | |
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59% | Spend Time Making Repetitive Motions - How much does this job require making repetitive motions? | |
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59% | Importance of Repeating Same Tasks - How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? | |
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57% | Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls - How much does this job require using your hands to handle, control, or feel objects, tools or controls? | |
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57% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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57% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
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87% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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86% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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78% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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75% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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73% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
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70% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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69% | 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. | |
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68% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
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66% | 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. | |
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65% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
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65% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
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64% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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63% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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60% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
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59% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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59% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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57% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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56% | Performing Administrative Activities - Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
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56% | Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. | |
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54% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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53% | Monitoring and Controlling Resources - Monitoring and controlling resources and overseeing the spending of money. |
What Music Directors and Composers Do
Composers write and arrange original music in a variety of musical styles.
Music directors, also called conductors, lead orchestras and other musical groups during performances and recording sessions. Composers write and arrange original music in a variety of musical styles.
Duties
Music directors typically do the following:
- Select musical arrangements and compositions to be performed for live audiences or recordings
- Prepare for performances by reviewing and interpreting musical scores
- Direct rehearsals to prepare for performances and recordings
- Choose guest performers and soloists
- Audition new performers or assist section leaders with auditions
- Practice conducting to improve their technique
- Meet with potential donors and attend fundraisers
Music directors lead orchestras, choirs, and other musical groups. They ensure that musicians play with one coherent sound, balancing the melody, timing, rhythm, and volume. They also give feedback to musicians and section leaders on sound and style.
Music directors may work with a variety of musical groups, including church choirs, youth orchestras, and high school or college bands, choirs, or orchestras. Some work with orchestras that accompany dance and opera companies.
Composers typically do the following:
- Write original music that orchestras, bands, and other musical groups perform
- Arrange existing music into new compositions
- Write lyrics for music or work with a lyricist
- Meet with orchestras, musical groups, and others who are interested in commissioning a piece of music
- Study and listen to music of various styles for inspiration
- Work with musicians to record their music
Composers write music for a variety of types of musical groups and users. Some work in a particular style of music, such as classical or jazz. They also may write for musicals, operas, or other types of theatrical productions.
Some composers write scores for movies or television; others write jingles for commercials. Many songwriters focus on composing music for audiences of popular music.
Some composers use instruments to help them as they write music. Others use software that allows them to hear a piece without musicians.
Some music directors and composers give private music lessons to children and adults. Others teach music in elementary, middle, or high schools. For more information, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers.
For more information about careers in music, see the profile on musicians and singers.
Work Environment
Music directors and composers held about 51,800 jobs in 2022. The largest employers of music directors and composers were as follows:
| Religious, grantmaking, civic, professional, and similar organizations | 62% |
| Self-employed workers | 22 |
| Performing arts companies | 7 |
| Elementary and secondary schools; state, local, and private | 2 |
Music directors commonly work in concert halls and recording studios, and they may spend a lot of time traveling to different performances. Composers can work in offices, recording studios, or their own homes.
Jobs for music directors and composers are found all over the country. However, many jobs are located in cities in which entertainment activities are concentrated, such as New York, Los Angeles, Nashville, and Chicago.
Work Schedules
Rehearsals and recording sessions are commonly held during business hours, but performances take place most often on nights and weekends. Because music writing is done primarily independently, composers may be able to set their own schedules.
Getting Started
How to Become a Music Director or Composer
In order to become a music director or composer, one must have the talent to play, write, and conduct music.
Educational and training requirements for music directors and composers vary, although most positions require related work experience. A conductor for a symphony orchestra typically needs a master’s degree; a choir director may need a bachelor’s degree. There are no formal educational requirements for those interested in writing popular music.
Education
For positions as a conductor or classical composer, employers generally prefer to hire candidates who have a master’s degree in music theory, music composition, or conducting.
Applicants to postsecondary programs in music typically are required to submit recordings, audition in person, or both. These programs teach students about music history and styles, along with instruction in composing and conducting techniques. Information on degree programs is available from the National Association of Schools of Music.
Choir directors typically need a bachelor’s degree. Common fields of degree include fine and performing arts and education. Those who work in public schools may need a teaching license or certification. For more information, see the profiles on teachers.
There are no specific educational requirements for those interested in writing popular music. These composers usually find employment by submitting recordings of their compositions to bands, singers, record companies, and movie studios. Composers may promote themselves through personal websites, social media, or online video or audio of their musical work.
Training
Music directors and composers typically begin their musical training at a young age by learning to play an instrument or singing, and perhaps performing as a musician or singer. Music directors and composers who are interested in classical music may seek additional training through music camps and fellowships. These programs provide participants with classes, lessons, and performance opportunities.
Work Experience in a Related Occupation
Music directors and composers often work as musicians or singers in a group, a choir, or an orchestra before they take on a leadership role. They use this time to master their instrument and gain an understanding of how the group functions. For more information, see the profile on musicians and singers.
Job Outlook
Employment of music directors and composers is projected to show little or no change from 2022 to 2032.
Despite limited employment growth, about 5,100 openings for music directors and composers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
Music directors will be needed to lead orchestras for concerts and musical theater performances. They also will conduct the music that accompanies ballet troupes and opera companies.
In addition, there will likely be a need for composers to write original music and arrange known works for performances. Composers will be needed as well to write film scores and music for television and commercials.
However, orchestras, opera companies, and other musical groups can have difficulty getting funds. Some music groups are nonprofit organizations that rely on donations and corporate sponsorships, in addition to ticket sales, to fund their work. These organizations often have difficulty finding enough money to cover their expenses. In addition, growth may be limited for music directors in schools due to struggles with school funding, and music programs may be cut.
Contacts for More Information
For more information about music degree programs, visit
National Association of Schools of Music
For more information about careers in music, visit
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of music directors and composers.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Actors |
Actors express ideas and portray characters in theater, film, television, and other performing arts media. |
Some college, no degree | The annual wage is not available. |
|
Dancers and Choreographers |
Dancers and choreographers use dance performances to express ideas and stories. |
See How to Become One | The annual wage is not available. |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Kindergarten and Elementary School Teachers |
Kindergarten and elementary school teachers instruct young students in basic subjects in order to prepare them for future schooling. |
Bachelor's degree | $61,620 |
|
Middle School Teachers |
Middle school teachers educate students, typically in sixth through eighth grades. |
Bachelor's degree | $61,810 |
|
Musicians and Singers |
Musicians and singers play instruments or sing for live audiences and in recording studios. |
No formal educational credential | The annual wage is not available. |
|
Postsecondary Teachers |
Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. |
See How to Become One | $80,840 |
|
Producers and Directors |
Producers and directors make business and creative decisions about film, television, stage, and other productions. |
Bachelor's degree | $85,320 |
|
Writers and Authors |
Writers and authors develop written content for various types of media. |
Bachelor's degree | $73,150 |