From my perspective, schools are largely VCI. Art and STEM schools are less so. Music can go either way. Classical music seems to have more sequentialness to it than art or say more popular music or what usually happens with self-taught musicians such as The Beatles, Clapton, Bee Gees, and many, many others.
Ian Stewart has written about the distinct lack of visual mathematics in school curriculums and how they're still largely based on arithmetic and haven't caught up with the research that's come out within the last 20-30+ years or so.
Sir Ken Robinson is quite a vocal educator who has been saying that schools are too VCI and not creative/visually inclined enough for the 21st century and a digital society; George Lucas has made this case too and supports this argument with his Edutopia site, but then he is dyslexic and became one of the wealthiest/greatest filmmakers in US history - ditto for Spielberg.
As Blackcat has said, Dr. Linda Silverman's book, Upside Down Brilliance, makes the case that school is primarily based on auditory sequential thinking. I tend to agree with her. Dr. Howard Gardner agrees that schools tend to be more auditory-sequential and verbal-reasoning (reading, writing), but offers his multiple intelligence theory - which Silverman says is too confusing and difficult to put into practice. More recently, Scott Barry Kaufman has also said that schools tent to focus too much on auditory-sequential and social linguistic learning and has criticized Gardner and his theories too.
