音乐是能给人很强的实力，当人们都在往下走，音乐可以给他们以满足生活的勇气的力量，因为音乐可以帮助人们形成一个积极的态度的最好的事情。
Preface：
Music is the best thing that can give the people strong strength，when people are going down，music can give them the power to cater to the life with courage，because the music may help people to form a positive attitude. However，music has a special power to the human beings. Music is profoundly important to those with motor disorders, though the music must be of the ‘right’ kind suggestive, but not peremptory or things may go wrong. For example，for one of my deeply parkinsonian post-encephalitic patients, Frances D., music was as powerful as any drug. One minute I would see her compressed, clenched and blocked, or else jerking, ticking and jabbering—like a sort of human time bomb. The next minute, if we played music for her, all of these explosive–obstructive phenomena disappeared, replaced by a blissful ease and flow of movement, as Mrs D., suddenly freed of her automatisms, would smilingly ‘conduct’ the music, or rise and dance to it. But it was necessary—for her—that the music be legato; for staccato, percussive music might have a bizarre counter-effect, causing her to jump and jerk helplessly with the beat, like a mechanical doll or marionette.
This gives us a glimpse of the power of music，what’s more， Creativity is the first key in the music power.As we all know imagination and creativity are the source of music，many wonderful and famous compositions were created by the musician with their great imagination and creativity。So it is necessary to conduct a survey to make analysis of the function of the creativity in the music education.
1. Creativity is the first key in the music education
With China's rapid development of professional music education, on the one hand，it has been shown that based on the aesthetic education policy, music education in school education in the position to be recognized; and on the other hand，it has also been shown that the musical culture has act an important role in the school music[1]. Therefore, China's music education as a music group of the youngest subject disciplines, especially after school music education in the depth of the reform, has been development rapidly.
In just two decades, China's music education has proceeded from scratch to large development process. Because of the young masters, who have passion to create new compositions and systems，it makes the music field full of vitality; and also because of the young masters, it is full of problems. That gives us a clear understanding of the music education. What music education needs is still a big problem for the educator to make a solution.
In any case, must can not be a simple sum of the music education pedagogy and musicology , while ignoring its deepest essence, that as a music education, Music Education practice is the essence of discipline.
And we need to explore the practical nature of music education issues, they had in music education from the current reform of the problems encountered to start.
Music Education is a practical discipline. The basic "elements" - teachers, students, and music are all indispensable. These three "element" lack of any one of elements, music education practice can not be achieved. For example, in Malaysia’s Creative Education articles one can also see such a phenomenon, that is, in addition to these three elements, music education need a space for developing creativity[2].
2. The positioning of musical creativity education
3. How to make a balance between the education and the creativity
4. Teaching is not the right way to make a success of the music
Conclusion：
China's focus on art education, emphasis on skills training，while in the United States, more emphasis are put on children instinctively react, emphasizing the unique works of children . skills training is considered to be a later start, the best in children's desire to express themselves more fully the concept of natural conduct while in China, the original concept of culture techniques only possible after, because this concept, the Chinese art education mostly strict imitation, but when they reach a certain capacity later, they may no longer desire and the ability to use their imagination to innovation, creating interesting work.
Reference：
[1] Clinton, William 2012. Fostering Creative Performance in the College Music Studio. London: Macmillan, pp. 32–34.
[2] Rosie Burt and Janet Mills 2012. Learning to Perform’:two years of a longitudinal study. —Royal College of Music, UK: pp. 12–14.
[3] Bush, George 2009. Classroom Music Projects in Collaboration between School of Education at Finnmark University College, and Local Primary Schools. UK:pp.16–18.
[4] Xie Jiaxing 2008. People-oriented, music-oriented - construction of practical character of music pedagogy. London: pp. 40–41.
[5] Chen Qi 2009.Creative Thinking in Music Education.
[6] Yan Shaw 2009. How we can see music form: the sound of stone.
[7]Bill. Black 2012. Does Such a Possibility Exist. —Reconciliation of World Vocal Traditions and Vocal Health in Music Education.
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