Abstract
A priority of music educators across the globe continues to be the incorporation of music from various cultures into the classroom. In this article, the term authenticity is introduced as it applies to music education. Authentic music teaching experiences for use in the classroom from the West African Ewe music, Cuban cha-cha-chá, and Indonesian gamelan traditions are discussed. These examples can give music educators ways to set manageable expectations for student success in their classrooms.
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