Abstract
An increasing number of higher education institutions in the United Kingdom are offering an element of community music in their courses, partly in response to changing needs in student training. However, the ethos of community arts, with roots in political activism and welfare, can often sit uncomfortably in formal education. The need for multi-skilled practitioners presents a problem in higher education, which tends to foster specialism. Community art has also challenged and widened the traditional definition of excellence, which has implications for assessment, particularly in the area of practical work in the community, which draws on social, healthcare and communication skills alongside the artistic content. There is a danger of 'short-termism' in community contact, and it is important for institutions to foster sustainable links.
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