Author: Dr. Huang Liqing order
 A culture without art is an incomplete culture. An education without art education is an incomplete education. An education with only knowledge and skills is an incomplete art education. A person without artistic literacy is an incomplete person.
 Quoted from the news of the 2008 Asia Pacific International Art Symposium
 Children’s music education is an important part of cultural creativity. It’s their nature that children love music and rhythm games. At the same time, they have unique creative and imaginative abilities. As teachers of children’s music teaching, if they can grasp this unique ability of children, plus The creative guiding method is not difficult to inspire the creative factors of young children.        
 The author designed a set of "Music Rhythm Games" theme activities that can enhance children's creative potential. The creative music rhythm game courses emphasized in the book are mainly based on the music and rhythm teaching methods of Ofu and Dacroce. , Emphasizing the use of games to integrate music into rhythm, rhythm, drama, and fine art teaching programs that integrate self-expression.
 The following is a brief introduction to the topics of each chapter in this book:
 The first chapter expounds the relationship between art and creativity, and proposes the current art teaching and research directions. At the same time, it discusses the development of art education and people from the perspectives of ecology, constructivism and integration theory.
 Chapter 2 mentioned how teachers can use appropriate methods to inspire children's creativity in the implementation of music activities? In the content, the author conducts an in-depth analysis of the methods proposed by scholars studying creative teaching strategies at home and abroad, and illustrates them with easy-to-understand examples. Finally, the author uses three practical teaching cases (five-stage music appreciation teaching, music theater practice, and children's picture books used in music activities) to illustrate how teachers design inspirational courses related to music rhythm.
 The third chapter is mainly to clarify the role model played by a wide range of musical experience in the overall development of the infant stage, which is quoted from the relationship between the development characteristics of the infants at each stage and the musical experience sorted out in Mary (1990) in his book. It is hoped to provide teachers with an in-depth understanding of children’s behavior characteristics before designing courses, so as to serve as a reference for designing appropriate music activities. In addition, the author made an in-depth analysis of the relationship between the development theories of the well-known early childhood education experts , Piaget and Bruner, and the development of children's musical ability, which has a great enlightening effect on the design of music activities.
 The fourth chapter refers to the basic educational concept that the author refers to before designing the creative music rhythm game. The main theoretical basis is the music teaching method of Ofu and Dacroce. The content of the article about the "MENC Music Curriculum Standards in the United States" mentioned the curriculum guidelines, music ability assessment, and the content and achievement standards of various fields of music learning. It is hoped that the instructors of music activities will follow this standard and serve as a blueprint for design activities. . The evaluation method of music creativity mentioned in the book aims to help teachers observe and evaluate in the teaching process, and to further understand the performance of children's creative behaviors in the course of activities.
 The last chapter of the book is mainly the essence of the author's years of teaching experience. Most of the content is designed for children aged three to six, while the last few units can be extended to elementary school children. Each activity has a unit to link up, and each unit includes the theme of the activity, learning objectives, the application of creative teaching strategies, teaching resources, and a detailed description of the content of the activity. In addition, after the content of the unit, the author analyzes the course for readers, including: the selection of musical works, the analysis of music and dance elements, and the use of teaching media (official tree analysis), etc., so that readers can have an in-depth understanding of the activity The basic concepts that should be possessed before design are used as the basis for future self-research. In addition to revising part of the course content during the reprint, two themed activities " Hole Game " and " Christmas " were added.
 Preface by Huang Liqing 2009/01/27