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“I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning” — Plato
When it comes to children’s education, schools, teachers, and parents all have a common goal: providing the children in their care with the best possible chance of achieving their full potential. But as far as how they should help, the approach becomes a lot more divided—especially where public funding is concerned.
Since the early 2000s, there has been a fervent push for STEM (Science, Technology, Engineering, and Maths) education around the world. While this is a good thing, the knock-on effect this shift has had on music and arts education is problematic.
Rather than allowing music and arts education to blossom alongside STEM education and create well-rounded students, a belief that STEM is superior to the arts—not only for a child’s development, but for countries’ economic prosperity—has taken root.
Meanwhile, a growing body of research demonstrates that learning a musical instrument is one of the most effective ways to increase intelligence across the board. So why do we continue to drive a wedge between the arts and STEM? And when did education become so black and white?
Practice Pal was founded on the belief that effective, enjoyable, and accessible music education belongs in all schools for all students. Because music isn’t just for musicians. It’s for scientists, lawyers, and doctors, too. It’s for anyone and everyone who dares to dream.
