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Summary Job Description | Tasks | |||
Sing songs on stage, radio, television, or motion pictures. | Memorize musical selections and routines, or sing following printed text, musical notation, or customer instructions. | |||
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Sing as a soloist or as a member of a vocal group. | ||||
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Perform before live audiences, or in television, radio, or movie productions. | ||||
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Interpret or modify music, applying knowledge of harmony, melody, rhythm, and voice production to individualize presentations and maintain audience interest. | ||||
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Practice singing exercises and study with vocal coaches, in order to develop their voices and skills and to rehearse for upcoming roles. | ||||
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Sing a cappella or with musical accompaniment. | ||||
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Observe choral leaders or prompters for cues or directions in vocal presentation. | ||||
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Make or participate in recordings. | ||||
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Seek out and learn new music that is suitable for live performance and/or recording. | ||||
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Compose songs and/or create vocal arrangements. | ||||
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Collaborate with a manager or agent who handles administrative details, finds work, and negotiates contracts. | ||||
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Learn acting, dancing, and other skills required for dramatic singing roles. | ||||
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Research particular roles to find out more about a character, or the time and place in which a piece is set. | ||||
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CompGeo Salary Survey Benchmark Job Summary and Competencies
Singers
The Benchmark Job Description below represents the specific Position Characteristics of the job used in the Salary Survey. Benchmark Job Descriptions should be inspected carefully to review the degree of matching between an organizations' Job and the Salary Survey Benchmark. Matching internal Jobs to Salary Survey Benchmark Jobs should not be done on Job Title alone. A thorough comparison of Salary Survey Benchmark to Internal Job Descriptions is recommended. A good overlap should exist on any comparisons used on critical Job Dimensions and Competencies.- Job Description
- Knowledges
- Skills
- Abilites
- Tools and Technology
- Education and Experience
- Alternate Job Titles
- Salaries
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Important Knowledge Competencies | Competency Description | |||
English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |||
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Fine Arts | Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. | |||
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Sales and Marketing | Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems. | |||
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Customer and Personal Service | Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. | |||
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Important Skill Competencies | Competency Description | |||
Active Listening | Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |||
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Speaking | Talking to others to convey information effectively. | |||
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Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. | |||
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Coordination | Adjusting actions in relation to others' actions. | |||
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Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | |||
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Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |||
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Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |||
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Reading Comprehension | Understanding written sentences and paragraphs in work related documents. | |||
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Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. | |||
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Time Management | Managing one's own time and the time of others. | |||
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Important Ability Competencies | Competency Description | |||
Memorization | The ability to remember information such as words, numbers, pictures, and procedures. | |||
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Speech Clarity | The ability to speak clearly so others can understand you. | |||
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Oral Expression | The ability to communicate information and ideas in speaking so others will understand. | |||
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Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. | |||
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Originality | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |||
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Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |||
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Selective Attention | The ability to concentrate on a task over a period of time without being distracted. | |||
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Speech Recognition | The ability to identify and understand the speech of another person. | |||
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Information Ordering | The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |||
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Hearing Sensitivity | The ability to detect or tell the differences between sounds that vary in pitch and loudness. | |||
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Auditory Attention | The ability to focus on a single source of sound in the presence of other distracting sounds. | |||
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Written Comprehension | The ability to read and understand information and ideas presented in writing. | |||
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Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. | |||
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Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. | |||
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Problem Sensitivity | The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. | |||
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Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |||
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Prerequisite Qualification Category | Education and Experience Level | |||
Required Level of Education | High School Diploma (or GED or High School Equivalence Certificate) | |||
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On-the-Job Training | Anything beyond short demonstration, up to and including 1 month | |||
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On-Site or In-Plant Training | None | |||
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On-Site or In-Plant Training | Up to and including 1 month | |||
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Alternate Job Title(s) | |||
Alto Singer | |||
Baritone | |||
Bass Singer | |||
Cantor | |||
Choir Member | |||
Choir Singer | |||
Concert Singer | |||
Country Singer | |||
Entertainer | |||
Gospel Singer | |||
Jazz Musician | |||
Music Artist | |||
Musician | |||
Opera Singer | |||
Rap Artist | |||
Rapper | |||
Recording Artist | |||
Rock Star | |||
Singer | |||
Singer Songwriter | |||
Singing Messenger | |||
Singing Telegram Performer | |||
Tenor | |||
Vocal Artist | |||
Vocal Performer | |||
Vocalist | |||
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