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Summary Report for:
27-2031.00 - Dancers

Perform dances. May perform on stage, for on-air broadcasting, or for video recording.

Sample of reported job titles: Ballerina, Ballet Company Member, Ballet Dancer, Ballet Soloist, Belly Dancer, Company Dancer, Dance Artist, Dancer, Performing Artist, Soloist Dancer

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Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Train, exercise, and attend dance classes to maintain high levels of technical proficiency, physical ability, and physical fitness.
  • Study and practice dance moves required in roles.
  • Harmonize body movements to rhythm of musical accompaniment.
  • Perform classical, modern, or acrobatic dances in productions, expressing stories, rhythm, and sound with their bodies.
  • Collaborate with choreographers to refine or modify dance steps.
  • Coordinate dancing with that of partners or dance ensembles.
  • Attend costume fittings, photography sessions, and makeup calls associated with dance performances.
  • Audition for dance roles or for membership in dance companies.
  • Develop self-understanding of physical capabilities and limitations, and choose dance styles accordingly.
  • Monitor the field of dance to remain aware of current trends and innovations.
  • Teach dance students.
  • Devise and choreograph dance for self or others.
  • Perform in productions, singing or acting in addition to dancing, if required.

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Technology Skills

  • Graphics or photo imaging software — Choreography software
  • Internet browser software — Web browser software
  • Web page creation and editing software — Facebook Hot technology

Hot technology Hot Technology — a technology requirement frequently included in employer job postings.

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Tools Used

  • Balance equipment — Dance barres
  • Exercise balls — Balance balls
  • Mens athletic footwear — Men's ballet flats; Men's ballroom dancing shoes; Men's social dance shoes; Men's tap shoes (see all 9 examples)
  • Notebook computers — Laptop computers
  • Personal computers
  • Portable stereo systems — Multi-speaker stereo systems
  • Resistance bands — Exercise bands
  • Tablet computers
  • Womens athletic footwear — Pointe shoes; Women's ballet flats; Women's social dance shoes; Women's tap shoes (see all 10 examples)

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Knowledge

  • 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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Skills

  • 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.
  • Coordination — Adjusting actions in relation to others' actions.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Instructing — Teaching others how to do something.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Service Orientation — Actively looking for ways to help people.
  • Speaking — Talking to others to convey information effectively.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Time Management — Managing one's own time and the time of others.

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Abilities

  • Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
  • Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  • Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath.
  • Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
  • Gross Body Equilibrium — The ability to keep or regain your body balance or stay upright when in an unstable position.
  • Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
  • Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
  • Dynamic Flexibility — The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Speed of Limb Movement — The ability to quickly move the arms and legs.
  • Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
  • 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).
  • 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.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • 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.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • 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).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.

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Work Activities

  • Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
  • Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.

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Detailed Work Activities

  • Practice athletic or artistic skills.
  • Perform dances.
  • Audition for roles.
  • Entertain public with comedic or dramatic performances.
  • Monitor current trends.
  • Train others on performance techniques.
  • Choreograph dances.

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Work Context

  • Indoors, Environmentally Controlled — 99% responded “Every day.”
  • Physical Proximity — 83% responded “Very close (near touching).”
  • Spend Time Making Repetitive Motions — 79% responded “Continually or almost continually.”
  • Spend Time Walking and Running — 72% responded “Continually or almost continually.”
  • Contact With Others — 12% responded “Occasional contact with others.”
  • Importance of Being Exact or Accurate — 20% responded “Very important.”
  • Work With Work Group or Team — 48% responded “Extremely important.”
  • Spend Time Standing — 76% responded “Continually or almost continually.”
  • Spend Time Keeping or Regaining Balance — 81% responded “Continually or almost continually.”
  • Level of Competition — 43% responded “Extremely competitive.”
  • Spend Time Bending or Twisting the Body
  • Face-to-Face Discussions — 30% responded “Once a year or more but not every month.”
  • Spend Time Kneeling, Crouching, Stooping, or Crawling — 58% responded “Continually or almost continually.”
  • Coordinate or Lead Others — 44% responded “Extremely important.”
  • Frequency of Decision Making — 52% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 32% responded “Important results.”
  • Importance of Repeating Same Tasks — 45% responded “Extremely important.”
  • Time Pressure — 34% responded “Once a month or more but not every week.”
  • Structured versus Unstructured Work — 31% responded “Some freedom.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 40% responded “Continually or almost continually.”
  • Exposed to Contaminants — 26% responded “Never.”
  • Extremely Bright or Inadequate Lighting — 36% responded “Once a month or more but not every week.”
  • Public Speaking — 27% responded “Once a week or more but not every day.”

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Job Zone

Title Job Zone Three: Medium Preparation Needed
Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include hydroelectric production managers, travel guides, electricians, agricultural technicians, barbers, nannies, and medical assistants.
SVP Range (6.0 to < 7.0)

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Education


Percentage of Respondents
Education Level Required
47   Less than high school diploma
35   High school diploma or equivalent Help
14   Bachelor's degree

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Credentials

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Interests

Interest code: AR

  • Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
  • Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.

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Work Styles

  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Persistence — Job requires persistence in the face of obstacles.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
  • Integrity — Job requires being honest and ethical.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.

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Work Values

  • Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
  • Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.

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Wages & Employment Trends

Median wages (2016) $13.74 hourly
State wages Local Salary Info
 
Employment (2014) 13,000 employees
Projected growth (2014-2024) Average (5% to 8%) Average (5% to 8%)
Projected job openings (2014-2024) 4,800
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2016 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Dancers and choreographers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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