Table 1Transition record

music teachertodance teacher

A music teacher already meets 58% of what the dance teacher role asks for. The move turns on 10 required skills not yet in the profile.

From music teacher

58%

Overlap1

To dance teacher

33 Skills carried over

10 Required, not held

55.8 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 55.8

This move: 55.8 of 100 · substantial

1 Share of the dance teacher role’s weighted skill requirement already met by the music 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.

Table 2

Table 2 · What you already bring

Of the 33 skills that carry over, these are the ones fewest other occupations ask for. A dance teacher role needs them, and most people applying for one will not have them already. This is the part of a music teacher background worth leading with.

Skill the target role also needs Area

already held balance participants' personal needs with group needs management skills
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 subject of music coaching education
already held coordinate artistic production management skills
already held maintain safe working conditions in performing arts information skills

All 33 carried skills, including the 21 the dance teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 33 missing skills fall into 5 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.

Skill to acquire Tier

01 communication, collaboration and creativity 6 required, 13 supplementary

required, not held demonstrate technical expertise of your dance style required
required, not held express yourself physically required
required, not held help performers internalise choreographic material required
required, not held teach dance required
required, not held understand the emotional dimension of a performance required
required, not held direct movement experiences required

optional, not held adopt a person-centred approach to community arts optional
optional, not held contribute to the choreographer's process of reflection optional
optional, not held create choreographic material optional
optional, not held develop codified movements optional
optional, not held develop proposed choreographic language optional
optional, not held develop the physical language optional
optional, not held devise choreography optional
optional, not held maintain dance training optional
optional, not held manage artistic career optional
optional, not held prepare performance training session optional
optional, not held present exhibition optional
optional, not held read dance scores optional
optional, not held understand the architecture of a live performance optional

02 management skills 4 required, 3 supplementary

required, not held be a role model in community arts required
required, not held inspire dance participants to improve required
required, not held inspire enthusiasm for dance required
required, not held stimulate performers' imagination required

optional, not held analyse your fight discipline expertise optional
optional, not held develop methods for choreographic integration optional
optional, not held match needs of target community with your skills optional

03 arts and humanities 3 supplementary

optional, not held evolution in delivery practices in practiced dance tradition optional
optional, not held history of dance style optional
optional, not held link between dance and music style optional

04 information skills 3 supplementary

optional, not held contextualise artistic work optional
optional, not held keep up to date on professional dance practice optional
optional, not held record lessons learnt from your sessions optional

05 assisting and caring 1 supplementary

optional, not held develop a rehabilitation programme optional

Table 4

Table 4 · Where to start

The 3 entries a dance teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 33 skills that carry over

Skill Type

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 balance participants' personal needs with group needs 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 instructional strategies knowledge
already held maintain safe working conditions in performing arts skill
already held manage student relationships skill
already held perform classroom management skill
already held prepare lesson content skill
already held provide lesson materials skill
already held subject of music coaching knowledge
already held teamwork principles knowledge
already held assessment processes knowledge
already held assist students with equipment skill
already held coordinate artistic production skill
already held define artistic approach skill
already held develop artistic educational activities skill
already held develop artistic project budgets skill
already held develop learning curriculum skill
already held facilitate teamwork between students skill
already held keep personal administration skill
already held learning difficulties knowledge
already held manage resources for educational purposes skill
already held movement techniques knowledge

23 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held adopt a person-centred approach to community arts optional
optional, not held analyse your fight discipline expertise optional
optional, not held contextualise artistic work optional
optional, not held contribute to the choreographer's process of reflection optional
optional, not held create choreographic material optional
optional, not held develop codified movements optional
optional, not held develop methods for choreographic integration optional
optional, not held develop proposed choreographic language optional
optional, not held develop the physical language optional
optional, not held devise choreography optional
optional, not held evolution in delivery practices in practiced dance tradition optional
optional, not held history of dance style optional
optional, not held keep up to date on professional dance practice optional
optional, not held link between dance and music style optional
optional, not held maintain dance training optional
optional, not held manage artistic career optional
optional, not held match needs of target community with your skills optional
optional, not held prepare performance training session optional
optional, not held present exhibition optional
optional, not held read dance scores optional
optional, not held record lessons learnt from your sessions optional
optional, not held understand the architecture of a live performance optional
optional, not held develop a rehabilitation programme optional

22 held skills the dance teacher role does not ask for

Skill Type

not needed by the target role breathing techniques knowledge
not needed by the target role coordinate music components of the work skill
not needed by the target role curriculum objectives knowledge
not needed by the target role demonstrate a technical foundation in musical instruments skill
not needed by the target role develop drama production process skill
not needed by the target role develop professional network skill
not needed by the target role history of musical instruments knowledge
not needed by the target role improvise music skill
not needed by the target role maintain musical instruments skill
not needed by the target role music literature knowledge
not needed by the target role musical genres knowledge
not needed by the target role musical instruments knowledge
not needed by the target role musical notation knowledge
not needed by the target role musical theory knowledge
not needed by the target role orchestrate music skill
not needed by the target role organise musical events skill
not needed by the target role perform exercises for artistic performance skill
not needed by the target role play musical instruments skill
not needed by the target role supervise music groups skill
not needed by the target role teach music principles skill
not needed by the target role transpose music skill
not needed by the target role vocal techniques knowledge

3 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

optional, not held evolution in delivery practices in practiced dance tradition optional
optional, not held history of dance style optional
optional, not held link between dance and music style optional

Index

Other moves recorded from music teacher

Full index of moves from music teacher

Note

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.