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Job outlook for aesthetics instructors in the United States
Are aesthetics instructor jobs in demand?
Aesthetics instructor job and salary trends over time
Aesthetics instructor jobs over time
Aesthetics instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 112 | 0.00% |
| 2020 | 112 | 0.00% |
| 2019 | 119 | 0.00% |
| 2018 | 117 | 0.00% |
| 2017 | 121 | 0.00% |
Average aesthetics instructor salary over time
Aesthetics instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $52,398 | $25.19 | +1.8% |
| 2024 | $51,456 | $24.74 | +2.8% |
| 2023 | $50,042 | $24.06 | +2.9% |
| 2022 | $48,611 | $23.37 | +1.9% |
| 2021 | $47,725 | $22.94 | +2.4% |
Aesthetics instructor jobs by state
Most common states for aesthetics instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 489 | 9% |
| 2 | South Carolina | 5,024,369 | 379 | 8% |
| 3 | Montana | 1,050,493 | 79 | 8% |
| 4 | Wyoming | 579,315 | 44 | 8% |
| 5 | Virginia | 8,470,020 | 595 | 7% |
| 6 | Oregon | 4,142,776 | 277 | 7% |
| 7 | Delaware | 961,939 | 67 | 7% |
| 8 | Alaska | 739,795 | 51 | 7% |
| 9 | North Carolina | 10,273,419 | 667 | 6% |
| 10 | Georgia | 10,429,379 | 664 | 6% |
| 11 | New Jersey | 9,005,644 | 470 | 5% |
| 12 | Massachusetts | 6,859,819 | 311 | 5% |
| 13 | Maryland | 6,052,177 | 281 | 5% |
| 14 | Iowa | 3,145,711 | 161 | 5% |
| 15 | North Dakota | 755,393 | 37 | 5% |
| 16 | Vermont | 623,657 | 30 | 5% |
| 17 | California | 39,536,653 | 1,694 | 4% |
| 18 | Michigan | 9,962,311 | 420 | 4% |
| 19 | Minnesota | 5,576,606 | 235 | 4% |
| 20 | Nebraska | 1,920,076 | 75 | 4% |
Aesthetics Instructor job outlook: Expert opinions
Our panel of aesthetics instructor experts
Wright State University
Northwestern University
Youngstown State University
New York University
Union College
How would you rate the starting salaries for Aesthetics Instructors, as well as the prospects for salary advancement?
Dr. Karla Huebner Ph.D.: Salaries are generally low, but now and then, artists and art historians can make good incomes--don't expect to.
What technology do you think will become more important and prevalent for Aesthetics Instructors in the next 3-5 years?
Helen Callus: For many of us instrumental professors (but not all, due to the limitations of the instrument's nature like percussion or piano), we had already been teaching remotely for some years, and been able to adjust to the current restrictions without impacting our student's experiences in lessons. Teaching remotely will be a part of the future - saving students the cost of travel, hotels, time. We are trying to find creative ways to do things we couldn't otherwise do in person, like having a busy guest from Europe, unable to fly in person but teaching a class via Zoom.
I imagine this might become part of the framework that we offer in the future. Students should understand how to present themselves in these situations, understanding sound and picture quality devices (what microphones and cameras are best), internet speeds, ethernet cables, router devices, lighting, etc. But it is an excellent opportunity to understand the media of film/video and how to create best a sound video recording for competitions, summer festivals, or college applications. We were already using that medium for prescreens, so this is a chance to refine that skill as, without doubt, that will be a part of our future.
What experience really stands out on Aesthetics Instructor resumes?
Dragana Crnjak: Real-life - outside of the classroom - experiences always stand out, such as exhibitions, internships, museum assistantships, public art projects, community projects, etc. We encourage students to participate in many different activities throughout their college years with a range of experiences provided from exhibiting independently, in group exhibits, working on collaborative projects, community public art projects (such as the mural class this semester where students were involved in all stages of decision-making, from sketching and ideation, communication, site preparation, and painting, writing art proposals, etc.), internships, etc. Problem-solving and critical thinking skills are essential to all art projects and processes, and these skills not only contribute well to so many professions and fields, but they are also life-lasting skills that develop creative, engaged, and open-minded thinkers and citizens.
Marlene McCarty
Clinical Professor of Visual ArtsNew York University
Department of Art and Art Professions
What type of skills will young Aesthetics Instructors need?
Marlene McCarty: Creative and entrepreneurial thinking will be the cornerstone of what is needed for the future. As we look to an ever more uncertain future, the ability to imagine the not-yet-imagined will be of utmost importance. The ability to envision something wholly new, paired with the competence to make that thing manifest in the world, will be highly sought-after. Luckily, for art students, understanding how to make something not-yet-imagined forms the foundation of creative practice. The other attribute that will be increasingly regarded as an advantage will be a healthy curiosity and openness paired with nuanced inclusion (not appropriation) of varied and rich cultures outside one's own. As a bridge across cultures, visual art is transformational to our understanding of difficulty and times of crisis, representing independent thinking at the heart of democracy.
How do you envision technology impacting Aesthetics Instructors in the next 5 years?
Marlene McCarty: One could argue that technical skills are a must; however, such gifts have a shelf-life and must be continually reacquired. As AI automates work, the kind of independent, creative thinking taught in the arts becomes a critical skill. Technical skills are beneficial only if a visionary mind fuels their use.
What type of skills will young Aesthetics Instructors need?
Jennifer Matsue Ph.D.: Music majors, minors, and students who participate in ensembles, whether taking courses or not, go on to do many, many things--from graduate school in the sciences, social sciences and humanities, to entering the workforce immediately following graduation. Some students go on to careers in music composition, business or technology, or become educators themselves.
But the vast majority of students who study music in a liberal arts environment, such as the one found at Union College, learn to embrace creative, fearless, innovative idea-making, whether they pursue a future career in music or not. Studying music enriches all our lives, demanding deep focus and keen attention to detail, the ability to think on one's feet, and the ability to communicate with people, all grounded in the shared joy of the arts.