Create a 9 pages page paper that discusses hindrance of music creativity by post secondary music institutions. Observation and experimentation follows, perhaps leading to innovation technique or approach. Another skill not encouraged by conventional teaching is tolerance to ambiguity. Holding of two opposing yet plausible truths simultaneously, the wrestlings of questions which have no clear cut answers and with conundrums that need patient contemplation too are creative skills. Just like the composer of a harmonic technique will struggle, one has the idea of what is looking for, but can not quit grasp it (Nickerson, 1999). Moreover, the capacity for dogged perseverance is also something that is prerequisite for creativity. This is because the problems one will encounter will not be easily solved, thus only hard work and concentration will succeed something which the music schools do not emphasize. The following are creative attributes which the music educationists should recognize: exhibition of verbal, ideational and imaginative fluency. risk taking and excellence despite making mistakes. exhibition of curiosity, inquisitiveness and excitement. flexibility and adaptability. tolerance to ambiguity and responding to ingenuity and spontaneity. production of unique and realistic ideas. rebellious yet able to operate within the traditions. extroverted and introspective at appropriate times. Games can also be used as a portal to creative teaching during our day to day teaching and performance of musical practice. Games are not encourages in many of the music schools as it is over looked at the expense of music education. However, games cut directly to the essence of the creative self, where present strategies, past experiences, and new ideas bled together with one sole purpose of succeeding.