Teaching is a process of acquiring the knowledge, skills and habits necessary for life and further work. The aim of the lesson is to create free, independent, creative, humane, multicultural and creative people through the learning process. Teachers use methods chosen to bring new teaching subjects closer to their students. Although traditional approach and frontal form of teaching is still very represented in the classroom, we should increasingly strive for modern teaching and developing children's creativity. Music culture, as a school subject, includes the following curriculum areas: singing, playing, listening to music and elements of musical creativity. Although four elements of curriculum are proposed, the classes are mostly conducted by the first three. The fourth teaching area, the elements of musical creativity, mostly develop childhood creativity and independence in creating new melodies or rhythmic ensembles. The curriculum elements of musical creativity emphasize individual musical abilities, develop emotions for music, stimulate the imagination of musical expression and self-confidence in expressing new and creative ideas. This paper focuses on studying the representation of elements of musical creativity in the music textbooks for the first three grades of primary education. The aim of the paper is to find out how much the elements of musical creativity are represented in the textbooks and the way they are explained to students and teachers. In addition, the contents of other curriculum areas as: singing, playing and listening will be compared with the elements of the music creativity that are included in the music textbooks for the first three grades of primary education.