This article explores the multifaceted landscape of music literacy education in South African secondary schools through an anagrammatic lens. Music literacy education is symbolised by the anagrams ‘NAOUIEDCT’ and ‘RCSSEOEUR’, encapsulating resource-related, cultural and pedagogical complexities. This comparison of music literacy education to anagrams creates an interesting analogy that can shed light on the complexity and challenges inherent in the situation. It aims to unravel these complexities, like solving a multifaceted puzzle. Thus, the result of this qualitative interpretive research project is the transformation of a complex challenge (conundrum) into symbolic puzzles (anagrams), aiming to decipher the intricacies of music literacy education. This methodology offers an approach to foster engagement and collaborative work toward future solutions. Through a comprehensive exploration, this research aims to unravel the layers of challenges inherent in Music Education, offering insights and recommendations for a nuanced and enriched educational experience. The data for this research project were collected through semi-structured interviews and, consequently, a thematic content analysis was carried out, first in a descriptive level of analysis, followed by a conceptual level of analysis. Computer-aided qualitative analysis software, namely ATLAS.tiTM23, played a valuable and significant role in both the literature review and thematic content analysis phases of this study.

中文翻译：

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“NAOUIEDCT”和“RCSSEOEUR”：协调南非中学音乐素养教育格局的复杂性


本文通过字谜视角探讨了南非中学音乐素养教育的多方面前景。音乐素养教育以字谜“NAOUIEDCT”和“RCSSEOEUR”为标志，概括了与资源相关的、文化和教学的复杂性。将音乐素养教育与字谜进行比较，创造了一个有趣的类比，可以阐明这种情况中固有的复杂性和挑战。它旨在解开这些复杂性，就像解决一个多方面的难题一样。因此，这个定性解释研究项目的结果是将复杂的挑战（谜题）转化为象征性的谜题（字谜），旨在破译音乐素养教育的复杂性。这种方法提供了一种促进参与和协作工作以寻求未来解决方案的方法。通过全面探索，本研究旨在揭示音乐教育中固有的挑战层次，为细致入微和丰富的教育体验提供见解和建议。该研究项目的数据是通过半结构化访谈收集的，因此，进行了主题内容分析，首先是描述性分析，然后是概念分析。计算机辅助定性分析软件，即 ATLAS.tiTM23，在本研究的文献综述和主题内容分析阶段都发挥了有价值和重要的作用。