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Job outlook for digital music instructors in the United States
Are digital music instructor jobs in demand?
Digital music instructor job and salary trends over time
Digital music instructor jobs over time
Digital music instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 360 | 0.00% |
| 2020 | 346 | 0.00% |
| 2019 | 357 | 0.00% |
| 2018 | 358 | 0.00% |
| 2017 | 361 | 0.00% |
Average digital music instructor salary over time
Digital music instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $32,774 | $15.76 | +0.2% |
| 2024 | $32,699 | $15.72 | --0.6% |
| 2023 | $32,901 | $15.82 | +4.5% |
| 2022 | $31,476 | $15.13 | --2.5% |
| 2021 | $32,285 | $15.52 | +5.1% |
Digital music instructor jobs by state
Most common states for digital music instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 137 | 20% |
| 2 | Delaware | 961,939 | 128 | 13% |
| 3 | Colorado | 5,607,154 | 668 | 12% |
| 4 | Virginia | 8,470,020 | 819 | 10% |
| 5 | Alaska | 739,795 | 71 | 10% |
| 6 | Vermont | 623,657 | 62 | 10% |
| 7 | Georgia | 10,429,379 | 923 | 9% |
| 8 | Massachusetts | 6,859,819 | 623 | 9% |
| 9 | Oregon | 4,142,776 | 380 | 9% |
| 10 | Montana | 1,050,493 | 99 | 9% |
| 11 | Wyoming | 579,315 | 55 | 9% |
| 12 | North Carolina | 10,273,419 | 774 | 8% |
| 13 | South Carolina | 5,024,369 | 381 | 8% |
| 14 | Utah | 3,101,833 | 245 | 8% |
| 15 | Rhode Island | 1,059,639 | 88 | 8% |
| 16 | North Dakota | 755,393 | 58 | 8% |
| 17 | California | 39,536,653 | 2,811 | 7% |
| 18 | New Jersey | 9,005,644 | 673 | 7% |
| 19 | Maryland | 6,052,177 | 443 | 7% |
| 20 | Minnesota | 5,576,606 | 415 | 7% |
Most common cities for digital music instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Atlanta | 1 | 0% | $29,545 |
Digital Music Instructor job outlook: Expert opinions
Our panel of digital music instructor experts
School of the Art Institute of Chicag
Rutgers University, Camden Campus
Columbus State University
University of Pittsburgh
Eastern Illinois University
University of Louisiana at Lafayette
Edgewood College
Northern Seminary
University of Mount Union
Kent State University
Northwestern University
Youngstown State University
Seattle University
Union College
Boise State University
What Digital Music Instructor skills would you recommend for someone trying to advance their career?
Dr. William Raynovich: As technology continues to be a strong component of our society, music educators need to consider innovation when teaching music. The schooling I had may become less relevant and the schooling even the students of ten years ago may be less relevant to the public school education of the next 3-5 years. We have accelerated the changes in music over the past 100 years with startling changes. From the radio to the walkman to the iPod to the streaming and the use of electronics to create music has changed music to the point that the band, choir, or orchestra of even twenty years ago may not be the music-making in a public school in 2025.
Andrew Falkowski
Graduate Coordinator and Associate ChaiSchool of the Art Institute of Chicag
Department of Painting and Drawing
What hard/technical skills are most important for Digital Music Instructors?
Andrew Falkowski: Again, skill is a nebulous term, and there isn't one set of skills that apply to all courses, with perhaps the exceptions of being well organized and being a clear and consistent communicator.
What are the biggest trends we'll see in the Digital Music Instructor job market given the pandemic?
Allan Espiritu: Because of the pandemic, I've observed many companies reinventing themselves or pivoting from their normal direction and directives. Companies are looking for creative thinkers and specialists to help them devise creative, strategic plans, missions, and identifying new audiences. In my opinion, companies are looking for talented creative strategists, directors, and project managers. With many working remotely and consumers stuck at home, there is a push to ensure an online presence is secured. Companies are currently looking for a digital specialist-web developers, UI and UX designers, and social media specialists. I own a design and marketing studio, GDLOFT-many of our clients are currently utilizing us to help develop social media strategies and implementation.
What skills stand out on Digital Music Instructor resumes?
Rachel Blackburn Ph.D.: Skills that stand out on resumes: Right now, in particular, post-pandemic, skills that are going to stand out for theatres will speak to technological savvy: they will include working with new ways of communicating and disseminating performance, likely tied to online platforms such as Zoom, Slack, Asana Project Management software, etc. People who can take the initiative, innovate, and collaborate will be the most sought-after candidates. The theatre world will be relying on this next generation to rethink our traditional modes of performance, communication, and dissemination, so someone who can demonstrate on their resume that they are reliable, highly communicative (excellent oral and written communication skills), and entrepreneurial will undoubtedly stand out.
How do you envision technology impacting Digital Music Instructors in the next 5 years?
Scott Andrew: As someone working with video, animation, sound, and other computer-generated work, technology advancements are very important. Advancements in equipment like cameras, computer processing, sound and lighting, AR/VR, etc. have, and will continue to have, great impacts on the ways that multimedia and new media artists can and will create work that reflects the world around us. Primarily, we have seen that social media, internet streaming, and other forms of virtual communication and generation of work online has grown due to Covid-19, whereas people are looking for more ways to stay engaged since live exhibitions and performances may seem less desirable, during this time, for health and safety reasons. There was already rich history of artists working within net art realms, but I believe this will continue to grow and adapt due to our current reality. In addition, as new technologies continue to become more affordable, I believe we will see more and more artists benefiting from and creating work that both utilizes and deals with issues that relate to said technological advancements.
Barbara Bonnekessen Ph.D.
Professor and DeanEastern Illinois University
College of Liberal Arts & Sciences
What technology do you think will become more important and prevalent for Digital Music Instructors in the next 3-5 years?
Barbara Bonnekessen Ph.D.: From using musical instruments, whose history spans thousands of years, to studying gamers and how people adapt to online classes, meetings, and family occasions, the liberal arts' fields use a variety of very old to very new technologies (some even study the emergence and users of new technologies), just as people do in the world. Communication technologies and computer skills remain necessary skills for most, and one needs to adapt as these change.
Will there be an increase or decrease in demand for Digital Music Instructors in the next 5 years?
Kevin Hagan: I certainly see there is an increase in visual arts majors over the next five years. The main reason for this is due to our students' ability to creatively problem solve the challenges presented to them. Companies are always looking for individuals who are creative, inquisitive, and are able to look at a problem from many different perspectives in order to find the best solution, and that is where our students excel. The more broadly the future employee can think about a problem, and try multiple different approaches until the best solution is discovered, is something that is always highly sought after.
How do you envision technology impacting Digital Music Instructors in the next 5 years?
Robert Tarrell: An accomplished student teacher needs to be technologically savvy. Given the current climate, student teachers need to adapt with the change to virtual learning. They should be able to create Power Points, videos, and communicate through alternative resources. They need to be able to pivot to on-line learning. Remote teaching requires creativity, innovation and invention.
What are the biggest trends we'll see in the Digital Music Instructor job market given the pandemic?
Rev. Tracey Bianchi: In pastoral ministry, the pandemic has forced many religious institutions and organizations to deliver worship and other elements of spiritual practice online. How faith-based communities do everything from weddings to funerals to worship services has shifted online. While churches and other religious gatherings must continue to employ pastors and still need ordained leaders, the job market has shifted to favor those who also have skills in producing and creating rich online content. Churches with resources are now pivoting to hire content managers and production teams who can help shape and craft meaningful online content that is easy to deliver.
What technology do you think will become more important and prevalent for Digital Music Instructors in the next 3-5 years?
Rev. Tracey Bianchi: It is likely that once the pandemic ends, doing church at home will remain an option for millions of people of faith. As the epidemic goes on, families and communities have become comfortable with the flexible, on-demand church option. It may be hard to get many of them back into the pews once it is safe to return to worship. The technology to support this reality will be necessary for the foreseeable future. Career options in production, streaming, and recording will be more prevalent in religious organizations than in the past.
Dr. Jerome Miksell
Professor (Musicianship, Technology, Viola), Department ChairUniversity of Mount Union
Music Department
What Digital Music Instructor skills would you recommend for someone trying to advance their career?
Dr. Jerome Miksell: An aspiring performer should be practicing and looking for performance opportunities. I would also recommend travel that might enhance understanding of a particular style of music.
Those interested in business opportunities could consider finding a part-time job in a music store.
What technology do you think will become more important and prevalent for Digital Music Instructors in the next 3-5 years?
Dr. Jerome Miksell: Anything that makes live sound reinforcement and home studio recording better and more affordable will always have a future. I also think the digitization of sheet music could enjoy great success if someone released a cheap tablet.
What type of skills will young Digital Music Instructors need?
Dr. Jay Dorfman: Students entering the music education field need to be well-versed in varied types of music teaching. More and more, we are seeing teachers being asked to teach outside of their music specialty areas. For example, For example, a teacher focused on teaching band might be assigned to teach orchestra or general music. In our programs at Kent State, we account for both breadth and depth so that students are well prepared for whatever comes their way.
How do you envision technology impacting Digital Music Instructors in the next 5 years?
Dr. Jay Dorfman: Technology permeates everything teachers do. Pandemic conditions have made this even more apparent. Music teachers must be comfortable with technology for administering their classrooms, and critical that they can engage their students in meaningful music, creating experiences that involve technology. Those are not easy things to do, and teachers should receive adequate professional development to help them.
What technology do you think will become more important and prevalent for Digital Music 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.
How do you envision technology impacting Digital Music Instructors in the next 5 years?
Dragana Crnjak: Technology has expanded the potentials of art professions tremendously within the last decade and more, and helped creative professionals find connections between fields traditionally separated from art, such as science, engineering, medicine, etc. By exposing students to new technologies, such as 3D printing or laser cutting, for example, with open and creative objectives given, students are not only learning how to use these tools, they are directly engaged in the processes of discoveries where they become leaders and owners of the outcomes. These outcomes often trigger discoveries and new challenges, technical and conceptual, with technology providing ways to expand our understanding of humanity, our time, our cultures, the fundamental questions artists have been dealing with for centuries - what it means to be a human?
Alexander Mouton
Chair, Associate ProfessorSeattle University
Department of Art, Art History & Design
How do you envision technology impacting Digital Music Instructors in the next 5 years?
Alexander Mouton: The next five years will most likely find design going ever more into screen-based media, UI/UX design, app development, etc. We hope that there will also be a new wave of more conscientious students/employees who move the needle in terms of how we relate to social media, how companies take responsibility for their products, etc.
What type of skills will young Digital Music 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.
Dr. Lori Gray
Associate Professor: Director of Music EducationBoise State University
Department of Music Education
How do you envision technology impacting Digital Music Instructors in the next 5 years?
Dr. Lori Gray: Technology will continue to expand the ways we connect with and engage with our broader community. Both K-12 and higher Education have required additional technology tools to adjust to teaching and learning during a global pandemic (COVID-19). While the rapid shift to remote teaching and learning has been challenging for teachers and learners, some positive changes have occurred. For example, in higher Education, shifting to online platforms allowed for greater accessibility for various learners who needed to miss class in the past due to a personal or family obligation.
The option to join via an online platform instead of face-to-face allows for more flexibility for student learning and engagement. I plan to continue to offer online options for students. For example, I may offer a variety of face-to-face and virtual office hours to assist students who may need a virtual option in the future. In Music Education, there are technology tools that enhance student learning experiences and provide diverse learning and assessment opportunities in the classroom. Future Music Teachers will be expected to be familiar with and skilled in Music Technology and how technology tools can be utilized to enhance teaching and learning in K-12 music classrooms.