註釋 Music pedagogy for novice musicians continues to prove itself a cornerstone of music education. Without accessible, pliable, widely applicable foundational knowledge, beginner students are unlikely to continue in their musical studies. Many well-documented methodologies for beginner students exist in the space of music education: their premises, scopes, applications, and benefits. What appears to be lacking amidst the current body of research is a cross cultural examination of these methodologies against musical traditions from other long-standing societies and musical systems; these, too, must teach their youth how to carry on artistic and cultural traditions from generation to generation, lest they be forgotten. Additionally, many of these systems are oral traditions or, more precisely, originally taught (at times) without the aid of written records. This fact accentuates the efficacy by which many of these traditions are passed down, as they rely solely on memorized person-to-person transmission: not only for dissemination, but retention. This paper will review three of these traditions, their approaches to pedagogy, and how three contemporary models employed by current-day music teachers might benefit from the core tenets of these long-lasting non-Western traditions. 