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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,089 | 0.00% |
| 2020 | 2,339 | 0.00% |
| 2019 | 3,069 | 0.00% |
| 2018 | 2,908 | 0.00% |
| 2017 | 2,641 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $52,353 | $25.17 | +0.3% |
| 2025 | $52,198 | $25.10 | +1.4% |
| 2024 | $51,461 | $24.74 | +1.6% |
| 2023 | $50,673 | $24.36 | +2.8% |
| 2022 | $49,316 | $23.71 | +5.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 492 | 9% |
| 2 | Wyoming | 579,315 | 44 | 8% |
| 3 | Virginia | 8,470,020 | 575 | 7% |
| 4 | South Carolina | 5,024,369 | 352 | 7% |
| 5 | Montana | 1,050,493 | 71 | 7% |
| 6 | Delaware | 961,939 | 66 | 7% |
| 7 | Alaska | 739,795 | 52 | 7% |
| 8 | Georgia | 10,429,379 | 669 | 6% |
| 9 | North Carolina | 10,273,419 | 637 | 6% |
| 10 | Oregon | 4,142,776 | 248 | 6% |
| 11 | New Jersey | 9,005,644 | 423 | 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 | 34 | 5% |
| 16 | Vermont | 623,657 | 30 | 5% |
| 17 | California | 39,536,653 | 1,674 | 4% |
| 18 | Nevada | 2,998,039 | 127 | 4% |
| 19 | New Hampshire | 1,342,795 | 48 | 4% |
| 20 | Rhode Island | 1,059,639 | 42 | 4% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Pikesville | 4 | 13% | $57,274 |
| 2 | Eldersburg | 2 | 7% | $57,138 |
| 3 | Catonsville | 2 | 5% | $57,185 |
| 4 | Dundalk | 2 | 3% | $57,345 |
| 5 | Glen Burnie | 2 | 3% | $57,171 |
| 6 | Palo Alto | 2 | 3% | $58,015 |
| 7 | Baltimore | 7 | 1% | $57,293 |
| 8 | Mesa | 3 | 1% | $49,686 |
| 9 | Miami | 3 | 1% | $49,610 |
| 10 | Scottsdale | 3 | 1% | $49,687 |
| 11 | Lakewood | 2 | 1% | $51,960 |
| 12 | Chicago | 4 | 0% | $51,354 |
| 13 | San Francisco | 4 | 0% | $58,085 |
| 14 | Denver | 2 | 0% | $51,924 |
| 15 | New York | 2 | 0% | $50,048 |

Northwestern University

Youngstown State University

Helen Callus: It depends on what kinds of position you are applying for, and for performance students, it's going to be playing or teaching mostly. I recommend that students tailor their resumes to suit the positions, so teaching should be prioritized, and the outline should lead to that. I encourage them to put together their overview and then look at gaps - teaching experience, perhaps some administrative experiences that are always helpful.
If they don't have those things, actively search for them to add that line to their resumes. It can be a terrific way to develop the document in ways that can lead to better job success. A range of skills is most likely to appeal to a broader set of jobs. Doing multiple things (things we don't even realize we do, as musicians, daily) can be helpful. The student is then willing to be creative and open to start out doing things that are related but perhaps not their first choice.

Dragana Crnjak: This year brought many challenges, many drastically changing the ways artists and art institutions operate. The biggest challenge, perhaps, is that we don't know what are the long-term impacts, yet. Interesting is that on the one hand, the restrictions have opened potentials in expanded and vibrant global communication and online collaborations among artists. On the other hand, with these connections more available, I believe, artists are starting to build even stronger relationships with their neighborhoods, communities, regions, and, I hope, we start investing ourselves more fully to this self-sustainable kind of thinking, to create opportunities that will sustain and expand the quality of life and culture locally. We have already seen artists adapting and finding new ways to communicate and do work. I am sincerely optimistic that artists, with the skills I mentioned previously, will keep leading discoveries and finding innovative ways to stay creative.