Students

purpose of this study was to compare the music improvisational creativity of stu-dents in Grades 2, 4, and 6. Randomly selected participants (N = 89) were given two measures of creativity, the Vaughan Test of Musical Creativity and the Torrance Tests of Creative Thinking (figuralform). Two independent judges scored responses on the Vaughan test to determine music improvisational creativity. A significant grade-level difference emerged for music creativity scores, with Grade 2 students scoring signifi-cantly lower than Grade 4 and 6 students. Results of the study may indicate a music creativity growth stage exists from Grade 2 to 4, followed by a developmental leveling (no significant change in test scores) between Grade 4 and Grade 6. There also were significant gender differences for music creativity test scores, with boys scoring higher than girls. Finally, a weak but statistically significant correlation was found between music creativity andfigural creativity