Musical creativity in a child`s world may well begin in a play setting where the child sings, dances and dramatizes what he is pretending or imagining. A young child playing alone naturally verbalizes and chants each action. This kind of creativity occurs the world over with the young child fitting creative song and actions to reality he perceives his environment. Unfortunately as the child progresses through his school years, creative musical activity may be deleted from his learning environment. While most music curriculum guides will state that musical activities for elementary children should include singing, moving to music, listening to music, playing music, analyzing music and creating music, all the often the latter does not occur in the classroom, especially at the upper grade levels. Therefore, the purpose of this study is to provide the definition of the creative thinking, and strategies for fostering creative thinking. Convergent thinking skills are the ability to recognize rhythmic and tonal patterns and musical syntax. Certain divergent, imaginative skills are critical, such as musical extensive (the amount of time invested in creative imaging), flexibility (the range of musical expression in terms of dynamics, tempo, and pitch), and originality (unusualness of expression). Teaching for divergent, imaginative thinking is hard that requires careful planning and innovative techniques. It is also harder to measure and to justify accomplishment in lessons of this type. On the other hand, teaching convergent, factual information about music in conventional ways is relatively easy to do and fits neatly into simple accountability schemes. Every creative act consists of three components: (1) the person who is creating, (2) the process of creation, and (3) the product that os created. Creativity is an interaction of a person or persons with a process to produce a product. These three components can be used as bases in a system for developing goals and objectives. Here are some examples of specific strategies that have been found to be effective at music classes. 1. Encourage the study of unique instruments from other cultures and their uses in ethnic musics. Set aside free time for the individual members of the class to explore musical possibilities with different instruments.. Continue the discovery and exploration of musical instruments and new sound sources, including synthesizer, microcomputers, and other technological resources. 2. Encourage individuals to imagine a new musical sound source or instrument and to draw or diagram on paper. 3. Listen to a variety of recordings of music that incorporates environmental sounds recognizable by the students. Encourage the students to imagine and describe a composition that they would make using environmental sound or the sound sources readily available, such as their voices, speech, body rhythms, and classroom instruments. The following is the procedure of writing a song based on the poem. 1. Teacher gives students a paper with 3 larger staves. 2. Students write one line of the poem each staff. 3. Students establish rhythm of the poem by drawing duration lines below each syllable. 4. Students draw a melodic tour for each line. 5. Students convert duration lines to note values. 6. Students convert contours into actual pitches by first writing pitch names on contours. 7. Students combine contours, pitches and durational notation