Options with music

Your skills

As a music student you can build on and develop a broad base of skills. These may include:

General skills

• Analytical, critical thinking, research, writing, communication and presentation skills - developed through reading, seminar discussions and writing essays/dissertations.
• IT skills - through the use of standard software packages, the internet and email.

Specific skills and attributes

• Powers of memory, physical dexterity and concentration - developed in practice and performance.
• Communication skills - developed through performing and engaging listeners.
• Teamwork - through working in bands or orchestras as a player, leader or manager.
• Self-management - physical and mental self-discipline achieved through regular practice.
• Performing under pressure - overcoming nervousness in order to perform well during exams, concerts and auditions.
• Planning - organising and working towards a project/performance.
• Commercial awareness - managing salary gained from performance or teaching.
• Technical skills - using technology to create and record music.
• Critical reflection - giving and receiving criticism, learning from mistakes and striving for improved performance.

Other skills and knowledge

• Knowledge of issues and professional ethics in the arts world.
• Understanding of different perspectives and cultures - through possible study abroad opportunities, use of music in community projects or the study of world/ethnic traditions.
• Technical expertise - i.e. the study of acoustics.
• Teaching.

Job options

Jobs directly related to your degree

• Musician - an instrumentalist, composer or singer who creates and performs music. This can be recorded in a studio or performed live, either as a soloist or in a group of musicians. It may involve working as a salaried member of a group or could be in the form of freelance work for several organisations. In practice, many musicians undertake other work, such as private tutoring, while they are establishing themselves professionally.
• Secondary school teacher - teaches music to students aged 11-18. Teachers develop schemes of work and plan lessons in line with the national curriculum. They encourage, monitor and record the progress of individual pupils and devise ideas and resources to help students learn.
• Private music teacher - provides instrumental, vocal and music training for children and adults of all ages. Teaching may take place in a school, college or a community-based setting.
• Music therapist - uses music creatively to help clients address social, emotional or physical problems. Works with children and adults of all ages and social backgrounds and in a variety of settings. Seeks to establish an interaction - a shared musical experience - in the pursuit of therapeutic goals. These goals are determined by the therapist's understanding of the client's pathology and personal needs.

Jobs where your degree would be useful

• Arts administrator - manages activities and services which support the arts sector, involving projects and initiatives provided by theatres, galleries, museums, arts festivals and centres, dance companies, community and disability arts organisations, local authorities and arts councils.
• Community arts worker - works alongside teachers, social workers, youth workers and volunteers using the arts to explore issues. The experience may culminate in a performance.
• Sound technician, broadcasting/film/video - identifies the sound requirements for a given task or situation and performs the appropriate actions to produce this sound. Works in a range of industries including broadcasting (radio or television), live performance (theatre, music, dance), advertising, music production and film.
• Editorial assistant - provides assistance in all stages of the publication of books, journals, magazines and a broad range of publicity materials. Supports senior editorial staff with the administration of the commissioning, planning and production. Applications can be targeted at publishing houses devoted to the production and sale of printed music.
• Academic librarian or public librarian - manages information and/or music resources. Increasingly, much of the work involves electronic resources and an increasing amount of time is spent on database and website development.
• Event organiser - responsible for all aspects of organising events from marketing and sponsorship to bookings, catering and equipment hire. A music performance may be the main event or a part of the event. The role is hands-on and usually involves leading or working in a team.
• Retail merchandiser - responsible for the day-to-day management of a department or store, which may be a specialist music store. The main focus of any retail manager's job is to improve the commercial performance of the store by increasing its turnover and maximising profitability.

Other options

When exploring career options in music, it is important to gain as much experience in different musical genres as possible. Listening to live music and performing allows you to assess musical ability, interact with audiences and be exposed to new musical ideas. Some university courses include work placements in areas such as music education and instrumental teaching, recording and studio work, composition and events management. It may also be helpful to pursue paid or voluntary experiences with music-related employers, for example venues that regularly host musical acts or schools.

If you are seeking a career in a different area, it is also important to gain experience. You can do this through university involvement, paid opportunities or volunteer work. These experiences can often be combined with your current study by working in the evenings or on weekends or by pursuing opportunities during the summer holidays.

Think about the type of career you are interested in, since narrowing down your preferences allows you to focus your approach to specific employers.

Although some of the jobs listed here might not be first jobs for many graduates, they are among the many realistic possibilities with your degree, provided you can demonstrate you have the attributes employers are looking for. Bear in mind that it’s not just your degree discipline that determines your options. Remember that many graduate vacancies don't specify particular degree disciplines, so don't restrict your thinking to the jobs listed here. Look at your degree... what next? for informed advice on career planning and graduate employment, or login/register with My Prospects to find out what jobs would suit you, a helpful starting point for self-analysis.

Explore types of jobs to find out more about the above options and related jobs.

Career areas

Music graduates work in a wide range of professions inside and outside music. If you choose to follow a music career, be mindful that no two career paths are the same. Approach career planning creatively and be prepared to develop a portfolio of roles. You may want to combine teaching with freelance performance work, as well as doing contract/session work on particular projects. It is common for graduates to take several years to establish themselves in creative industries.

Six months after graduation just over 56% of music graduates are in employment, with a further 9% combining work with further study. Of these, 23% find jobs in arts, design, culture and sports professions, 14% are in education professions, 23% go into retail, catering, waiting and bar work and 7% are in clerical and secretarial occupations.

Where are the jobs?

Music graduates can be found working for a wide range of employers on both a freelance and contract basis. Employers include schools and colleges, the National Health Service, orchestras, music retailers, media organisations, the armed forces, commercial organisations and a wide range of employers in the cultural and creative industries.

The most common job sectors in which music graduates are employed are:

• Creative arts and culture - encompasses music, teaching, therapy, writing and arts administration.
• Teaching and education - includes schools, further education and higher education.
• Media and publishing - a varied sector, including television, radio, film, corporate production and interactive media.

For further information on possibilities in other employment areas, see job sectors. 

Statistics are collected every year to show what HE students do immediately after graduation. These can be a useful guide but, in reality, because the data is collected within six months of graduation, many graduates are travelling, waiting to start a course, paying off debts, getting work experience or still deciding what they want to do. For further information about some of the areas of employment commonly entered by graduates of any degree discipline, check out What Do Graduates Do?  and your degree...what next?

Further study

A 2011 HESA survey of 2010 graduates indicates that six months after graduation 26% of music graduates went on to do further study or a combination of work and further study.

Some graduates choose to study an area related to their first degree or one that allows them to specialise, for example in composition. Others pursue a range of qualifications, in areas such as music performance, direction and instrumental/vocal teaching, awarded by bodies such as The Associated Board of Royal Schools of Music (ABRSM) . When thinking about further study, you may consider a purely academic music qualification or degree options in community music, cultural management or musicology.

Some music graduates gain experience and then take further qualifications in order to move into music therapy or related fields such as nursing. Teaching is another popular option requiring further vocational study.

These trends show only what previous graduates in your subject did immediately upon graduating. Over the course of their career - the first few years in particular - many others will opt for some form of further study, either part time or full time. If further study interests you, start by thinking about postgraduate study in the UK and search courses and research to identify your options.

For details relating to finance and the application process, look at funding my further study.

AGCAS

Written by AGCAS editors

Date: 

January 2011

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