A qualification in music performance can unlock a wealth of career options over and above being a successful performer.
Music education is so important to developing a learner’s communication and language skills, it develops collaboration and team work, boosts confidence, promotes critical thinking, and most importantly nurtures creativity whilst providing an outlet for self-expression.
What careers can a music performance qualification lead to?
- Session Musician
- Band Member
- Vocal Coach
- Musical Director
- Backing singer
- Music Teacher
- Band Director
- Choir Director
- Function Band Member
If you’re a teacher, head of department, curriculum manager or principal, and are looking for a flexible and industry relevant music performance qualification to deliver at your centre, RSL Awards have the perfect qualification suite at Levels 1-3 for you.
RSL’s suite of Creative Music Industry Vocational Qualifications have been designed to give students the professional knowledge needed to continue into higher education or gain employment in the music industry directly.
With the Performance pathway, you’ll be able to build the most industry relevant qualification on the market. We are constantly developing new units for each pathway to reflect industry developments and the optional skill units allow a taster of various subject areas preparing learners for their portfolio careers.
Career Aspirations and Unit Examples
Unit example: Performing Music LiveThe aim of this unit is to refine learners’ live performance skills and to develop their capacity to take ownership of the entire performance process. The purpose of this unit is to provide learners with a range of opportunities to refine their performance skills through performance to a live audience. This in turn will enable them to elicit constructive feedback to inform their ongoing development as performers.
Unit Example: Directing MusicThe role of the musical director (MD) is to make the creative decisions associated with a performance. This means they are responsible for fulfilling the vision of the artist. In some cases, the MD will be the artist themselves. Mostly however, the role is fulfilled by someone who is engaged specifically for their skills in leading proceedings and managing process. The purpose of this unit is to facilitate opportunities for learners to generate a portfolio of techniques and experience relevant to the role of musical director. These will develop the learner’s capacity to identify and respond appropriately to the specific needs of all stakeholders associated with the performance.
Unit example: Performing as a Session MusicianThis unit aims to develop a learner’s ability to operate effectively as an instrumentalist/vocalist in a range of musical styles and contexts, whilst developing strategies to broaden musical horizons, increase flexibility and promote versatility. The purpose of this unit is to provide learners with opportunities to enhance the development of the skills required to function effectively as a session musician in a range of environments, both live and in the studio and to generate evidence of their doing so.
Unit Example: DJ SkillsA good DJ set is much more than just a selection of songs. Mixing tracks requires creativity and innovation, taking the audience on a journey, with waves of build and release, and the ability to respond to the vibe in the room and improvise around a planned set. The aim of this unit is to refine learners’ DJ skills and to develop their capacity to take ownership of the entire process of performing as a DJ, with their own personal sound and style. The purpose of this unit is to provide learners with a range of opportunities to refine their DJing skills through performance of a live DJ set.
Unit Example: Working as a Freelance Music PractitionerThis unit clarifies for the learner the importance of freelance work within a career-building portfolio. It also enables practitioners to identify the necessary skills requirement and how to address any skills or communication gaps. By evaluating the musical and non-musical skills required within a range of potential job roles, learners will plan for skills development and work towards a variety of freelance projects.
Creative Music Industry in the Spotlight
BIMM Institute (British and Irish Modern Music Institute) have successfully implemented RSL’s Creative Music Industry qualifications at Levels 2 & 3 to deliver unique and relevant programmes for their music performance and music production students.
BIMM is Europe’s largest, most connected music institute with eight colleges based across the UK and Europe. The core of BIMM is music education delivered by current music industry specialists. RSL’s qualifications give BIMM the opportunity to bring real-world experiences into both the classroom and formal assessment, reflecting actual trends in the music industry.
Switching to VQ
Moving over to RSL Awards Vocational Qualifications is easy and can be completed in three simple steps...
1. Submit a preliminary application form.
2. Prepare your full centre approval application for submission.
3. Approval complete!
Hit the link below to see the full requirements and to start your centre application today...