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Composers

OaSIS code 51121.02

Composers create musical compositions such as television and film scores, theme music, songs, symphonies and music for interactive products such as video games.

Overview

Also known as

  • Composer
  • Songwriter

Main duties

This group performs some or all of the following duties:

  • Create musical compositions such as television and film scores, theme music, songs, symphonies and music for interactive products such as video games.

Additional information

  • Composers often work as arrangers.
  • Conductors, composers and arrangers usually specialize in a particular genre of music such as classical, country, jazz or popular.

Similar occupations classified elsewhere

Exclusions:

  • Producers, directors, choreographers and related occupations (51120)
  • Musicians and singers (51122)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

5 – Occupations in art, culture, recreation and sport

TEER

1 – Occupations usually require a university degree

Major group

51 – Professional occupations in art and culture

Sub-major group

511 – Professional occupations in art and culture

Minor group

5112 – Creative and performing artists

Unit group

51121 – Conductors, composers and arrangers

Occupational profile

51121.02 – Composers

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Thinking Creatively
5 - Highest Level
Analyzing Data or Information
3 - Moderate Level
Applying New Knowledge
3 - Moderate Level
Clerical Activities
3 - Moderate Level
Communicating with Coworkers
3 - Moderate Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
5 - Very high amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
2 - Minimally close (Less than 100 ft.)

Physical Demands

Sitting
Duration
5 - All the time, or almost all the time
Standing
Duration
1 - Very little time
Bending or Twisting the Body
Duration
1 - Very little time

Interpersonal Relations

Contact with Others
Frequency
2 - Once a month or more but not every week
Duration
3 - About half the time
Work with Work Group or Team
Importance
1 - Minimally important
Frequency
1 - Once a year or more but not every month

Workplaces/employers

  • Chamber orchestras
  • Choirs
  • Music Bands
  • Opera companies
  • Orchestras for ballet, opera or theatre performances
  • Self-employed
  • Sound recording companies
  • Symphony orchestras

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Auditory Attention
5 - Highest Level
Fluency of Ideas
5 - Highest Level
Hearing Sensitivity
5 - Highest Level
Information Ordering
4 - High Level
Sound Localization
4 - High Level

Skills

Proficiency or complexity level
Critical Thinking
3 - Moderate Level
Decision Making
3 - Moderate Level
Evaluation
3 - Moderate Level
Instructing
3 - Moderate Level
Learning and Teaching Strategies
3 - Moderate Level

Personal Attributes

Importance
Attention to Detail
5 - Extremely important
Creativity
5 - Extremely important
Independence
5 - Extremely important
Innovativeness
5 - Extremely important
Active Learning
4 - Highly important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

Interests

Preferences for work environments and outcomes.

Interests profile: AER

Artistic (A)

Artistic occupations are characterized by the dominance of activities that entail artistic expression to create, compose or produce visual, performing, literary or applied art. These occupations frequently involve working with forms, designs and patterns and often require self-expression and the accomplishment of work without following a clear set of rules.

Enterprising (E)

Enterprising occupations are characterized by the dominance of action-oriented activities to attain organizational or self-interest goals. They frequently involve starting up and carrying out projects, influencing, leading or mobilizing people, making decisions, and sometimes require risk taking and dealing with business.

Realistic (R)

Realistic occupations are characterized by the dominance of activities that entail the explicit, ordered or systematic manipulation of objects, tools, machines and animals. Many of these occupations do not involve a lot of paperwork or working closely with others.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • A period of specialized study related to conducting, composing or arranging is usually required.
  • A university degree in music or completion of a program at a music academy, conservatory or school of music is usually required.
  • Experience as a musician is required.
  • Musical and creative talent and ability, as demonstrated by a portfolio of work, are important hiring criteria.

Knowledge

Knowledge level
Arts
3 - Advanced Level
Languages
2 - Intermediate Level
Humanities
1 - Basic Level
Mathematics
1 - Basic Level
Recreation, Leisure and Fitness
1 - Basic Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.

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