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Non-visualThis motifspaper areprovides thosean thatoverview are not seen byof the eyes but by other senses: smell, touch, taste,goals and hearing.objectives Weof cansinging roughlyin divideCroatian suchprimary motifsschools into sensations and feelings. Afterfrom the empirical experienceintroduction of reality with the senses,Croatian man looks for regularitieslanguage in the observed,mid-19th incentury which visualization also plays a role as one ofto the toolspresent forday. dealingThe with experience. In order to avoid visualization in art education to become a banal illustration, it is useful to use structural correlation. Itresearch is based on the structure, mutual relationsanalysis of whatschool isand beinglegislative visualized,documentation, byas connectingwell commonas compositionalthe grammarinsights (so-calledof syntagms).prominent Synesthesiamusic offerseducators anotherwho possibilityhave forinfluenced visualization.the Itdefinition isof ansinging atypicalgoals (unusual)and neurologicalobjectives.
conditionMusic education, referred to as ‘singing’ in which the synesthetistlatter connects, that is, combines different sensations: sight, hearing, touch, taste, and smell. For example, synaestheses experience color when looking at letters, or when listening to sounds, they have an activated sense of taste or touch. A synesthete experiences non-visual motifs in a certain way: sees sounds, hears colors, smells and tastes, and in other ways unifies the perceptionhalf of the surroundings.19th Tocentury, awas lesserbased extent,on synesthesiafolk cansongs, bewith experiencedits byobjectives allaimed peopleat -developing musical perception, aesthetic and patriotic education. In the following decades, there were more intensive reflections on singing in schools as well as on the concept of music education. After World War II, new elements were introduced (music literacy, listening, playing, music composition, etc.), with singing in teaching becoming increasingly functional, serving other purposes. A significant change occurred with the introduction of the Croatian National Education Standard for example,Primary weSchool perceive deep sounds as "dark" and high sounds as "bright"(2005), andwhen expressionsthe suchaim asof "warmmusic andeducation cold"in colors,general "rough"education voiceschools or "velvety" voice are also common. The research was conductedbecame to reveal the reaction of elementary schoolintroduce students to variousmusic non-visualculture stimuli,by establishing and developing value criteria for critical and aesthetically grounded music assessment. The goal of singing became singing itself, representing an attempt to determinemove away from exclusively functional singing in our schools. In the waylatest curriculum for the subject of artisticMusic expressionCulture to(2019), non-visualthe stimuli,goals and toobjectives identifyare potentialbased synestheteson the same philosophy, and achievable (alongside other activities) through singing aiming at thatartistic age.performance It(as establishedmuch as possible) and developing vocal skills. Many studies referenced in this paper indicate that theresinging isremains nothe statisticallymost significant difference between boysprevalent and girls,beloved andactivity colorsin thatmusic are preferred along with certain letters, numbers, words, tastes, and sounds were established.education.
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