ABSTRACT
Non-western music jazz and traditional music(s) have likewise found their places in the curriculum. Likewise, the almost exclusive concern with compositions ('works') as the embodiment of music history has been or is being complemented by a renewed interest in performance and consumption, bringing with it methodological approaches from such fields as psychology, sociology, anthropology or cultural studies. The traditional focus on instrumental training, composition, musical techniques and, in some institutions, conducting, in western classical music has broadened to include equivalent practices in other traditions, such as popular music, jazz, traditional and non-Western performance as well as song writing and arranging. The changing nature of music study in UK Higher Education has to be seen at least in part as a response, however imperfect, to the changing demographics of students and, indeed, lecturers. Music in higher education cannot solve society's problems, but it can and arguably has to contribute to making a more enlightened society possible.
