Generations of music educators have exhibited remarkable versatility in establishing interdisciplinary connections within textbooks and instructional materials dedicated to sight-singing (solfeggio) and the methodology of solfeggio teaching. A comprehensive analysis of curricula across all three tiers of music education reveals a progressively pronounced influence of interdisciplinarity, particularly evident in the objectives and content of the solfeggio course. The most substantial integration is achieved through pedagogical adaptations implemented at the tertiary level of music education. Drawing upon the content of doctoral dissertations, master's theses, scholarly monographs, conference proceedings, and peer-reviewed journal articles, the interdisciplinary dimensions of music pedagogy have been observed in conjunction with a broad spectrum of disciplines: history, ethnomusicology, zoomusicology, composition, counterpoint, harmony, performance studies, psychology, pedagogy, physiology, special education, linguistics, language and speech studies, neuroscience, and information and communication technologies. Upon examining the individual developmental factors, it becomes evident that the full potential of interdisciplinarity is actualized through their synergistic integration.