Bridging the gap between the qualitative visualisation of the MusLit conundrum in the Ishikawa CED and the gathered data (semi-structured interviews), was narrative inquiry, which collectively served as the conceptual framework for this study. Firstly, as graphic elicitation in the semi-structured interviews conducted with the MusLit teachers and secondly, it was appropriated as theoretical framework, situating the findings of this study in a structure through which the data, systematic data analysis, the interpretation of findings, recommendations and conclusions could be done. In this investigative study, the Ishikawa CED served a dual purpose. This Ishikawa CED displays the relationships between the interdependent variables, causing a single effect: the MusLit conundrum. In the literature review of this study, the found variables were systemised, organised, and structured into a visual representation, the Ishikawa Cause-and-Effect Diagram (Ishikawa CED). Furthermore, these variables are interrelated and entangled, playing juxtaposed roles in the effective teaching and learning of MusLit. In addition, music teachers, managers and the community have different points of view regarding the place and value of MusLit education in the school context. The variables include available, but sometimes inadequate, resources in the school education system, the individual circumstances of teachers and learners, as well as ever-changing environments in schools – both government and privately owned. This conundrum exists amongst a number of variables regarding the effective teaching and learning of MusLit as prescribed in the South African Curriculum and Assessment Policy Statement (CAPS 2011) in South African secondary schools. This study follows a qualitative narrative inquiry research design, investigating the Music Literacy (MusLit) conundrum through the lived experiences of eight South African MusLit teachers.
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