THE relevance of music in today's jobs market will be emphasised for the first time as part of the new Leaving Cert Music syllabus. The new. syllabus will come on stream next September.

Music teachers will introduce post primary senior classes at both higher and ordinary level to the new syllabus and for the first time point to the contribution of music to the national economy. According to guidelines laid down for teachers by the NCCA and the Department of Education, students will be reminded through the course of the role of music in society.

The use of music in employment terms has been incorporated into the new schools' syllabus.

Louise O'Connell, chairwoman of the Post Primary Music Teachers Association with up to 300 members, says that teachers are "extremely happy" with the new syllabus. With the introduction of the new Junior Cert syllabus three years ago, there has already been a big upswing in the number of students taking music.

Jean Downey, one of four on the Curriculum Support Team Music, also says that the majority of teachers are extremely happy with the new syllabus. It was very difficult for secondary students in the past to do music, she explains. It was often costly with many having to get private tuition in piano or another instrument.

The new syllabus stresses in particular, according to the teachers' manual, the personal, social and economic benefits of a music education. Students will be reminded of music's role in society and they will be encouraged to participate actively in musical activities after the Leaving Cert.

The number of students taking music at Leaving Cert level has been dropping steadily for years. At the moment only two per cent of Leaving Cert students study music. Most are girls and an unusually high rate goon to study music at third level.

We were wondering what in the world we could do about it, " says O'Connell of the dropping numbers. Whereas the old syllabus focussed on classical music, the new syllabus offers students more scope for performing and composing. Many educationalists believe that music has become an elitist subject which requires unrealistic levels of attainment from students. Gerry Murphy, music teacher at Gonzaga College, Dublin, agrees with the necessity of changing the syllabus. "I can see the logic of extending it to a wider range of students," he says.

"It's not about getting more bums on seats," says O'Connell. The shift in focus is about recognising "the value of music in education". In the past, she explains, the syllabus was more concerned with "mostly in depth learned material". The new syllabus recognises the fact that people in industry, for example, are not looking for the narrow skills. They want creativity. "Music is one (of the subjects) that can bring this focus on creativity and flexibility into play."

Hilda Milner, administrator of the Newpark Music Centre in Dublin, is happy with the new syllabus. "I believe that, in spirit, this new syllabus is a step forward for music education in this country" as it goes towards addressing issues such as employment opportunities in music.

She commends the Department. for taking this step forward for music in the Leaving Cert. "I hope this direction will begin to be reflected at all levels within music education in this country. After all, 90 per cent is non-classical; let's reflect that across the music education sphere."

There is some scepticism and criticism however of the new syllabus. Gerry Murphy of Gonzaga is not as enthusiastic as others about some aspects of the new syllabus. "It does seem that traditional harmony is being abandoned completely," he says. "I cannot see that this is the way to go."

He adds: "I do believe the set works on the new syllabus do leave something to be desired." He points to Mozart's Piano Concerto No 23 in. A Major, which is "only one movement". How, he asks, will students learn about structure if they do not study larger works. "I question the need to go quite so low," he argues. Also, he points to Bohemian Rhapsody, from Freddie Mercury/ Queen, which is to be studied by students as part of their prescribed course at both ordinary and higher level. "I would severely question the relevance of that for young people."

His own students, he says, looked at him "a bit askance" when they were told of the newly-devised syllabus for the Leaving Cert. Students who have studied classical works will not be challenged, he maintains.

Chris Kinder, another member of Curriculum Support Team says that "teachers are well equipped to cope with the changes" The new syllabus represents, he says a whole change in thinking. The new syllabus is entirely class-based. The new course has been shaped to cater for students of all abilities.

The new course, according to Louise O'Connell, is very flexible. It will allow students to choose one of three activities to represent 50 per cent of their work in performing, listening or composing.

The set works, says O'Connell, "are meant as a springboard". She says that the course is "inclusive, it's a big wide range, the range is from Bach to Queen". Students will be expected to have a broad listening experience and their answers to questions on set pieces will have to reflect their knowledge and breath of understanding. "These are different skills to what we are used to," she says. "It's a big challenge."

IN the past year, the support. team has visited schools and spoken to teachers and students, they have pointed to the relevance of music as a career. Music could lead to a job as a poser, a sound mixer, an engineer, a disc jockey, a programme director. In the computer area also there are opportunities, as a music software programmer, a recording engineer a concert promoter, a publisher, editor, a newspaper critic or reporter and so on.

Kinder says that more and more employers are looking for people with "a balanced CV". To prove the importance of music at school, he points to the relevance of one comment from Una Halligan, public affairs manager at Hewlett Packard, when asked to discuss what her company looks for when assessing applicants for jobs. "We are always looking for people who not only have the skills for our specific needs, but who have also shown an interest in a broad range of interests. They are according to Halligan, "good team members, they are open minded about change, they show a breath of vision which contributes to their own career prospects and to the well-being of the company."