Creativity, the product of human thinking, is a basic element that can be improved through education. It is valuable for our existence in the future and makes us harmonious and well-balanced through better aesthetic responsiveness. It also enable us to achieve self-realization and qualitative development of so챠ety. Since music education is a subject that deals mainly with the creativity and expression, teaching of musical composition is directly and closely connected with the cultivation of musical creativity. The modern curriculum of music stresses the creative element, and aims that the students have an aesthetic experience like as musicians do. In this thesis, I suggested that 5 step teaching process of musical composition in the elementary school - creative perception, material collecting, material combining, composition of work, and verification of work - based on the creative thinking process model. Constituents of musical creativity are musical sensibility, fluency, flexibility, originality and elaborateness. Focusing on the cultivation of constituent of musical creativity that appears on each step, musical creativity was defined as ability of searching, selecting, synthesizing and changing etdsting musical components for creating of new musical product . In order to apply the suggested 5 step teaching process to the actual instruction, I analyzed the content and structure of the textbook that is related to musical composition. Also, in reference to the musical development process of children, I rearranged the types of musical composition as physical expression, improvisation and composition, and exemplified teaching models of musical composition such as physical expression, rhythmic accompaniment, rhythmic response, melodic response, improvisational ensemble, variation, creation of musical works and composing of melody. This suggested process has several implications. First, it can offer an opportunity for children to create their own musical composition by inducing to conceptual, experiential, synthetic and creative teaching types. Second, it suggests the role of instructor and the direction of leaning activity by clarifying the process of musical composition and instructional stages. The infinite potential creativity of children can be developed effectively through the teaching process by appling the creativity principle. Therefore, as further researches on the teaching process of musical composition based on the creative thinking are actively progressed, and more systematic and elaborated teaching processes are developed, musical composition activity in elementary school can be improved.