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 teachers instruct students in various musical genres and expression forms, such as classical, jazz, folk, pop, blues, rock, electronic etc. in a recreational context. They provide students with an overview of music history and repertoire, but primarily utilise a practice-based approach in their courses. In these courses, they assist students to experiment with different styles and techniques, in the musical instrument of their choice while encouraging them to develop their own style. They cast, direct, and produce musical performances, and coordinate the technical production.
Competences and skills
55 ESCO relationsEssential knowledge 6 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
2 competencesmusical 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 19 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
5 competencesbring out performers’ artistic potential
Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
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
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.
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.
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 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.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
consult students on learning content
Take students' opinions and preferences into consideration when determining learning content.
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 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.
encourage students to acknowledge their achievements
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
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.
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.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
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.
Optional knowledge 9 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
8 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.
breathing techniques
The various techniques to control the voice, body, and nerves by breathing.
curriculum objectives
The goals identified in curricula and defined learning outcomes.
history 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.
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.
vocal techniques
The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume.
Optional skills and competences 21 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
16 competencesbalance participants' personal needs with group needs
Apply a variety of approaches in your practice that balances the needs of each individual with that of the group as a whole. Strengthen each individual's capability and experience, known as person centred practice, while at the same time stimulating the participants and support workers to form a cohesive group. Create a supportive and safe atmosphere for an active exploration of your artistic discipline.
coordinate artistic production
Oversee the day-to-day coordination of production tasks so that the organisation fits within the desired artistic and business policies and in order to present productions in a uniform corporate identity to the public.
coordinate music components of the work
Select sequences of a musical work, and put them into a structure. Create transitions and/or modulations. Assess the organisation of the sequences. Rearrange them according to strong points and adjust them according to the desired structure.
define artistic approach
Define your own artistic approach by analysing your previous work and your expertise, identifying the components of your creative signature, and starting from these explorations to describe your artistic vision.
develop artistic educational activities
Develop speeches, activities and workshops in order to foster access and comprehension to the artistic creation processes. It can address a particular cultural and artistic event such as a show or an exhibition, or it can be related to a specific discipline (theatre, dance, drawing, music, photography etc.). Liaise with storytelles, craftspeople and artists.
develop artistic project budgets
Developing artistic project budgets for approval, estimating deadlines and material costs.
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.
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
5 competencesassist 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 personal administration
File and organise personal administration documents comprehensively.
perform classroom management
Maintain discipline and engage students during instruction.