instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
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.
Competences and skills
58 ESCO relationsEssential knowledge 8 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
4 competencesmusical instruments
The different musical instruments, their ranges, timbre, and possible combinations.
musical theory
The body of interrelated concepts that constitutes the theoretical background of music.
subject of music coaching
The techniques used to coach students in different music related fields such as voice, dance or musical instrument.
Cross-sector
4 competencesassessment 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.
curriculum objectives
The goals identified in curricula and defined learning outcomes.
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.
Essential skills and competences 18 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
4 competencesmaintain 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.
play musical instruments
Manipulate purpose-built or improvised instruments to produce musical sounds.
read musical score
Read the musical score during rehearsal and live performance.
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.
Cross-sector
14 competencesadapt 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 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.
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.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
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.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
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.
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.
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.
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.
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.
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.
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.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Optional knowledge 6 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
1 competencemusic 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.
Cross-sector
5 competenceshistory of musical instruments
The historical background and chronology of various musical instruments.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
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.
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.
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.
Optional skills and competences 26 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
15 competencesassist 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.
collaborate with music librarians
Communicate and work together with music librarians to ensure permanent availability of scores.
create musical forms
Create original musical forms, or write within existing musical formats like operas or symphonies.
create musical structures
Apply aspects of music theory in order to create musical and tonal structures such as harmonies and melodies.
develop drama production process
Have and develop a thorough understanding of the dramatic production process.
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.
maintain musical instruments
Check and maintain musical instruments.
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.
orchestrate music
Assign lines of music to different musical instruments and/or voices to be played together.
organise musical events
Set the date, the agenda, gather the required resources, and coordinate events around music such as concerts, competitions or exams.
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.
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.
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.
transpose music
Transposing music into an alternate key while keeping the original tone structure.
Cross-sector
11 competencesadapt training to labour market
Identify developments in the labour market and recognise their relevance to the training of students.
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.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
develop learning curriculum
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources. Organise content, form, methods and technologies for delivery of study experiences.
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.
- Scope note
- This includes the development of social relationships with patients and customers.
keep records of attendance
Keep track of the pupils who are absent by recording their names on a list of absentees.
perform classroom management
Maintain discipline and engage students during instruction.
provide career counselling
Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
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.
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital