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.
Répétiteurs accompany performers, usually singers, following the instructions of musical conductors in directing rehearsals and guiding the artists in the rehearsal process.
Competences and skills
41 ESCO relationsEssential knowledge 5 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
3 competencesmusical 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
2 competencesintellectual property law
The regulations that govern the set of rights protecting products of the intellect from unlawful infringement.
labour legislation
Legislation, on a national or international level, that governs labour conditions in various fields between labour parties such as the government, employees, employers, and trade unions.
Essential skills and competences 23 competences
Occupation specific
2 competencesselect music for training
Select suitable music for exercise to help performers achieve an artistic goal, in dance, singing, or other musical pursuits.
- Scope note
- Excludes selection of music for performance.
self-promote
Promote yourself by joining networks and circulating promotional material such as demos, media reviews, website, or a biography. Form a promotion and management team. Propose your services to future employers or producers.
Sector-specific
15 competencesanalyse music score
Analysing the score, form, themes and structure of a piece of music.
create a work environment where performers can develop their potential
Ensure that performers are well prepared and closely guided in each work session. Ask performers for feedback about the work sessions and take it into account
guide performers' training sessions
Organise performance training by determining its goals. Supervise the performers' training.
identify performers' needs
Identify performer's needs, considering the strengths and weaknesses of each performer, and the specific needs for each role or part. Take into account performers' health and safety.
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.
manage artistic career
Present and promote one's artistic approach and position one's work in target markets.
participate in music studio recordings
Take part in recording sessions in music studios.
play musical instruments
Manipulate purpose-built or improvised instruments to produce musical sounds.
prepare rehearsals
Decide on the content of a rehearsal. Immerse yourself in the choreographic material and other components of the work. Assemble the necessary technical and material resources and help to set up the rehearsal space.
read musical score
Read the musical score during rehearsal and live performance.
stimulate performers' imagination
Use inspirational artifacts and creative methods to stimulate the performers' imagination. Provide the performers with the necessary documentation. Stimulate performers' imagination involved in live performances, theater, film, and entertainment. Professionals in these fields work to inspire and enhance the creativity and imagination of actors, musicians, dancers, and other performers.
study music
Study original pieces of music to get well acquainted with music theory and history.
transpose music
Transposing music into an alternate key while keeping the original tone structure.
work with an artistic team
Work closely with directors, fellow actors and playwrights to find the ideal interpretation to a role.
write musical scores
Write musical scores for orchestras, ensembles or individual instrumentalists using knowledge of music theory and history. Apply instrumental and vocal capabilities.
Cross-sector
6 competencesanalyse own performance
Understand, analyse and describe your own performance. Contextualize your work in one or various styles, trends, evolution, etc. Self-evaluate your work in rehearsals and performances.
develop a coaching style
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
manage feedback
Provide feedback to others. Evaluate and respond constructively and professionally to critical communication from colleagues and customers.
manage personal professional development
Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders. Pursue a cycle of self-improvement and develop credible career plans.
research
perform musical improvisations in therapy
Improvise music as a reaction to what the patient is communicating, in order to enhance the individual nature of the relationship between therapist and patient. Improvise instrumentally, vocally, or physically to meet client's therapeutic needs.
work with broad variety of personalities
Be flexible and work with a broad mix of personalities.
Optional skills and competences 13 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
12 competencesanalyse a script
Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.
create choreographic material
Create movements, choreographic sequences or sections, and links in between them.
develop codified movements
Identify codified movements to be used. Use and demonstrate codified movements to the performers.
develop drama production process
Have and develop a thorough understanding of the dramatic production process.
identify requirements of the work in the artistic performance
Identify the expectations of the choreographer and artistic director. Identify physical, musical, theatrical and vocal requirements, related to the artistic work, fight action, set and stage, etc.
manage artistic project
Manage an artistic project. Determine project needs. Establish partnerships. Manage the budget, schedule, contractual agreements and assess the project.
manage prompt book
Prepare, create and maintain the prompt book for a theatrical production.
perform music in ensemble
Perform music in cooperation with fellow musicians, as a part of an ensemble.
perform music solo
Perform music individually.
prompt performers
Prompt performers in theatrical and opera productions.
record music
Record a sound or musical performance in a studio or live environment. Use the appropriate equipment and your professional judgment to capture the sounds with optimal fidelity.
work in an international environment
Guide your career to an international level which often requires the ability to interact, relate and communicate with individuals from different cultures.
Cross-sector
1 competenceshow intercultural awareness
Show sensibility towards cultural differences by taking actions which facilitate positive interaction between international organisations, between groups or individuals of different cultures, and to promote integration in a community.