drama teachertomusic teacher
A drama teacher already meets 62% of what the music teacher role asks for. The move turns on 8 required skills not yet in the profile.
62%
48.6/ 100
1 Share of the music teacher role’s weighted skill requirement already met by the drama teacher profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.
Why this move works
A music teacher role treats 17 of its required skills as things a drama teacher already does. These are the ones it depends on most.
- adapt teaching to student's capabilities
- apply teaching strategies
- assess students
- assist students in their learning
- bring out performers’ artistic potential
- consult students on learning content
What stands in the way is 8 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 31 skills that carry over, these are the ones fewest other occupations ask for. A music teacher role needs them, and most people applying for one will not have them already. This is the part of a drama teacher background worth leading with.
- already held perform exercises for artistic performance communication, collaboration and creativity
- already held bring out performers’ artistic potential management skills
- already held create a work environment where performers can develop their potential management skills
- already held maintain safe working conditions in performing arts information skills
- already held movement techniques health and welfare
- already held breathing techniques arts and humanities
All 31 carried skills, including the 17 the music teacher role treats as required.
Table 3 · What you would need to learn
The 24 missing skills fall into 7 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.
- required, not held musical instruments required
- required, not held musical theory required
- required, not held musical genres required
- required, not held musical notation required
- optional, not held music literature optional
- optional, not held history of musical instruments optional
- required, not held instructional strategies required
- required, not held subject of music coaching required
- optional, not held learning difficulties optional
- required, not held teach music principles required
- optional, not held define artistic approach optional
- optional, not held improvise music optional
- optional, not held orchestrate music optional
- optional, not held transpose music optional
- optional, not held develop professional network optional
- required, not held demonstrate a technical foundation in musical instruments required
- optional, not held maintain musical instruments optional
- optional, not held balance participants' personal needs with group needs optional
- optional, not held coordinate artistic production optional
- optional, not held coordinate music components of the work optional
- optional, not held organise musical events optional
- optional, not held supervise music groups optional
- optional, not held teamwork principles optional
1 further area in the appendix
Table 4 · Where to start
The 3 entries a music teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 instructional strategies knowledge · sector specific
- 02 musical instruments knowledge · sector specific
- 03 musical theory knowledge · sector specific
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 31 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assist students in their learning skill
- already held bring out performers’ artistic potential skill
- already held consult students on learning content skill
- already held create a work environment where performers can develop their potential skill
- already held demonstrate when teaching skill
- already held develop a coaching style skill
- already held encourage students to acknowledge their achievements skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held maintain safe working conditions in performing arts skill
- already held manage student relationships skill
- already held play musical instruments skill
- already held prepare lesson content skill
- already held provide lesson materials skill
- already held assessment processes knowledge
- already held assist students with equipment skill
- already held breathing techniques knowledge
- already held curriculum objectives knowledge
- already held develop artistic educational activities skill
- already held develop drama production process skill
- already held develop learning curriculum skill
- already held facilitate teamwork between students skill
- already held keep personal administration skill
- already held manage resources for educational purposes skill
- already held movement techniques knowledge
- already held perform classroom management skill
- already held perform exercises for artistic performance skill
- already held vocal techniques knowledge
The 1 learning area not shown above
- optional, not held develop artistic project budgets optional
16 supplementary skills, helpful but not required
- optional, not held balance participants' personal needs with group needs optional
- optional, not held coordinate artistic production optional
- optional, not held coordinate music components of the work optional
- optional, not held define artistic approach optional
- optional, not held develop artistic project budgets optional
- optional, not held improvise music optional
- optional, not held maintain musical instruments optional
- optional, not held music literature optional
- optional, not held orchestrate music optional
- optional, not held organise musical events optional
- optional, not held supervise music groups optional
- optional, not held transpose music optional
- optional, not held develop professional network optional
- optional, not held history of musical instruments optional
- optional, not held learning difficulties optional
- optional, not held teamwork principles optional
30 held skills the music teacher role does not ask for
- not needed by the target role acting techniques knowledge
- not needed by the target role adapt a script skill
- not needed by the target role analyse a script skill
- not needed by the target role analyse theatre texts skill
- not needed by the target role assemble an artistic team skill
- not needed by the target role carry out auditions skill
- not needed by the target role conduct background research for plays skill
- not needed by the target role coordinate with creative departments skill
- not needed by the target role create script for artistic production skill
- not needed by the target role deal with public skill
- not needed by the target role define artistic performance concepts skill
- not needed by the target role define creative components skill
- not needed by the target role develop proposed choreographic language skill
- not needed by the target role develop the physical language skill
- not needed by the target role draw up reference documents for performance skill
- not needed by the target role ensure visual quality of the set skill
- not needed by the target role identify performers' needs skill
- not needed by the target role interpret performance concepts in the creative process skill
- not needed by the target role lead cast and crew skill
- not needed by the target role manage budgets skill
- not needed by the target role organise rehearsals skill
- not needed by the target role perform improvisation skill
- not needed by the target role practice dance moves skill
- not needed by the target role practise singing skill
- not needed by the target role prepare performance training session skill
- not needed by the target role pronunciation techniques knowledge
- not needed by the target role stimulate creativity in the team skill
- not needed by the target role stimulate performers' imagination skill
- not needed by the target role study play productions skill
- not needed by the target role understand the emotional dimension of a performance skill
10 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- required, not held instructional strategies required
- required, not held musical instruments required
- required, not held musical theory required
- required, not held subject of music coaching required
- required, not held musical genres required
- required, not held musical notation required
- optional, not held music literature optional
- optional, not held history of musical instruments optional
- optional, not held learning difficulties optional
- optional, not held teamwork principles optional
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.