Psychologists describe children's creativity as the ability to recall past experiences, select and recombine these experiences, and process them into new models, new ideas or new products. Music activities not only subtly cultivate children's sentiments through beautiful images and pleasant forms, but more importantly, they play a unique role in enhancing children's self-confidence, sense of success and cooperation, and developing imagination and creative thinking. The music area, which is mainly in the form of music activities, pays attention to children's active, lively and independent learning, so that children can think independently according to their existing knowledge and life experience, express their unique views on music, and the potential resources of music creativity are fully explored here. First, rich and beautiful environmental resources arouse children's creative desire. In the Outline, it is pointed out that the environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment. Because children are young and have poor persistence and patience, we should aim to create an environment that conforms to children's psychology and provide materials that can meet children's needs, so as to stimulate their interest in music and the internal driving force of active creation. For example, at the beginning of the school year, we spent a lot of time on the environment setting of the music area: hanging long curtains from the roof, matching with bright colored strips, and putting on screens, which made the music area form a delicate and compact stage, which was unique and eye-catching, and caught the children's attention at once. In addition, we put all kinds of musical instruments, headdresses and performance props that children like to be familiar with there, which greatly improved the attendance rate of the music area, and the children were vying to come here for a performance. Another example is the rhythmic activity of "Dancing of Birds". Together with children, we made many big trees with waste cardboard, arranged them into a forest scene in the music area, and made various bird headdresses. We also made bird wings with advertising paper, colored plastic paper and silk scarves. Children can dress themselves up as various birds according to their needs. In this particular scene, children quickly integrated into the role and danced with the music, not only creating birds. It can be seen that beautiful regional environment and rich materials can stimulate children's desire to participate and express, which is an important prerequisite and condition for creativity. Second, the free and independent imagination shows the creative potential of children. As a relatively independent and open space, the activity area provides a more free and relaxed material environment and psychological atmosphere for children's activities, while the music area creates a broad space for children to express their unique consciousness and feelings in the world of music, which makes it possible for children to exert their creativity. Even some children who are usually unwilling to express themselves in front of the group are relaxed and brave in expressing themselves here. Based on this psychological quality, children can often produce some creative consciousness and behavior. For example, in the rhythm game, the children are watching the rhythm card try to play with various small musical instruments. Suddenly, the little bell drops to the ground and makes a crisp sound, so the little bell will also make a sound! Like discovering the new world, Diandian excitedly picked up a small bell and struck it on the floor. Other children followed suit when they saw it. I saw this situation and guided by the trend: How can a small musical instrument make a sound? The children are inspired to try actively, and the tambourine can be shaken. Drum sticks can knock on small chairs. Castanets can also be heard when you put them on your legs. Children express their opinions and compete to show their discoveries and creations, as if to see who has the most ideas. Even Fan Fan, who is as quiet as a mouse, plays a different method with sand balls under such an atmosphere. So the new music ensemble began again. Instead of using one method to play musical instruments, the children tried their best to use all the playing methods they could think of, and the rhythm music performed by the children was more energetic and colorful. Only the activities in the music area can provide children with more time and space, so that children can fully explore the performance and make the creative potential play more effectively. Third, cooperative game scenes promote children's creative behavior. It is children's innate nature to love to play games. They learn in games and feel their growth in games, and activities in music areas are no exception. Interesting music games can stimulate their enthusiasm for interacting with music, thus further integrating into music, experiencing music, expressing music and creating music. The form of cooperation and communication is also essential in the games in the music area. Children pass on experiences in active discussions, explore new methods, and form their own characteristics on the basis of others, while the way of communication is free to change, reducing the frame of thinking and internal pressure, and promoting the gradual improvement of music feelings, imagination, understanding and creation. For example, in the music game "Do Every Family", the children divide their roles, perform their father and mother together, and cook and feed the baby while singing. Slowly, they are not satisfied with the single lyric form. This said that the baby should be dressed, and that said that the baby should sleep. After hearing the discussion, I quickly provided toys such as quilts and clothes that dolls often play with, and encouraged them to sing to him when taking care of the baby. The baby is even more. A new "Running a Family" was born in the process of games and cooperation. Although the lyrics are not very neat and the melody is not perfect, we can see the creative sparks that children's thoughts strike in the collision with each other. This kind of spark is just a spark that can start a prairie fire, which is particularly valuable. Another example is: in the music game "Butterfly Looking for Flowers", children cooperate with each other in the music area to play Kobanawa butterflies and discuss their expressions and actions. Some children who play flowers think they are flowers in the garden; Some people think they are flowers on trees; Others feel that they should grow on the hillside. The children who play butterflies also show different postures of flying and communicating with flowers. Every child shows confidence in the process of communication and can actively express ideas and practices. Then they had a further experience through role exchange. In this interaction, children learned how to communicate, cooperate and coordinate with others, and their enthusiasm, initiative and creativity in participating in activities were greatly improved. Fourth, practical and effective guidance and encouragement to improve children's creative ability Although regional activities are an effective means to promote children's independent development, autonomy does not mean laissez-faire. On the basis of creating an environment and providing materials for children, teachers should always pay attention to children's activities and become a collaborator, supporter and guide. Whether children are interested in playing games; Whether the children are playing games purposefully; How about the interaction with materials and peers, especially whether every spark of children's creative thinking can be captured in time and further promoted, so that children's creativity can be maximized, which requires the intervention and guidance of teachers. The improvement of children's creative ability in music area also needs teachers' attention, guidance and encouragement. For example, when children can think of different actions or express different feelings about music, we will use you. Great! What you think is different from others. It's really special! You have a new creation, great! Wait for positive words to inspire him, and can you think of more? What else could be better? And so on to help children further spread their thinking and promote the deepening of children's creative thinking. For children who blindly imitate and follow others, we say that we believe you can do it. Let's try something like this, and give some hints or hints according to the actual situation to arouse their creativity. In the music area, teachers can adopt different methods and give different guidance according to each child's situation, encourage, accept and appreciate more, so that children with weak ability can actively express themselves and gain a sense of success; We should affirm the children who are full of exploration spirit in time, so that their newly sprouted innovative ideas can continue and develop. Children's thinking ability is naive, but its development potential is huge. We should make use of all educational activities and appropriate conditions in kindergartens to cultivate their creative ability.