Summary Report for:
25-1121.00 - Art, Drama, and Music Teachers, Postsecondary
Teach courses in drama, music, and the arts including fine and applied art, such as painting and sculpture, or design and crafts. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
Sample of reported job titles:
Professor, Music Professor, Art Professor, Theatre Professor, Art Instructor, Professor of Music, Art History Professor, Dance Professor, Assistant Professor of Music, Associate Professor
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Education | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Additional Information
Tasks
- Explain and demonstrate artistic techniques.
- Evaluate and grade students' class work, performances, projects, assignments, and papers.
- Initiate, facilitate, and moderate classroom discussions.
- Prepare course materials such as syllabi, homework assignments, and handouts.
- Maintain student attendance records, grades, and other required records.
- Prepare students for performances, exams, or assessments.
- Prepare and deliver lectures to undergraduate or graduate students on topics such as acting techniques, fundamentals of music, and art history.
- Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
- Compile, administer, and grade examinations, or assign this work to others.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
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Knowledge
| Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
| Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
| Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. |
| Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
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Skills
| Speaking — Talking to others to convey information effectively. |
| Instructing — Teaching others how to do something. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| 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. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Time Management — Managing one's own time and the time of others. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| Written Expression — The ability to communicate information and ideas in writing so others will understand. |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| 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 there is a problem. |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
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Work Activities
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
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Work Context
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| 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? |
| 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? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Electronic Mail — How often do you use electronic mail in this job? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Public Speaking — How often do you have to perform public speaking in this job? |
| Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Telephone — How often do you have telephone conversations in this job? |
| Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
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Job Zone
| Title |
Job Zone Five: Extensive Preparation Needed |
| Education |
Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). |
| Related Experience |
Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
| Job Training |
Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
| Job Zone Examples |
These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, aerospace engineers, wildlife biologists, school psychologists, surgeons, treasurers, and controllers. |
| SVP Range |
(8.0 and above) |
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Education
Percentage of Respondents |
Education Level Required |
65   |
Master's degree |
| 27 |
Doctoral or professional degree |
| 9 |
Bachelor's degree |
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Interests
Interest code: SA
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
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Work Styles
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| 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. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Integrity — Job requires being honest and ethical. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| Persistence — Job requires persistence in the face of obstacles. |
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Work Values
| Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| 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. |
| 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. |
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Related Occupations
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Wages & Employment Trends
National
Employment data collected from Postsecondary Teachers.
Industry data collected from Postsecondary Teachers.
| Median wages (2011) |
$62,330 annual |
| Employment (2010) |
1,756,000 employees |
| Projected growth (2010-2020) |
Average (10% to 19%)
|
| Projected job openings (2010-2020) |
586,100 |
| Top industries (2010) |
|
State & National
Source: Bureau of Labor Statistics 2011 wage data
and 2010-2020 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2010-2020). "Projected job openings" represent openings due to growth and replacement.
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Sources of Additional Information
Disclaimer:
Sources are listed to provide additional information on related jobs, specialties, and/or industries.
Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- Postsecondary Teachers
. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2012-13 Edition.
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