Music is not confined to the arts; it permeates medicine, science, mathematics, anthropology, and education, yet its interdisciplinary visibility remains underexplored in musicology and curriculum studies. This study addresses that gap by examining how music manifests across diverse fields and what its omnipresence means for pedagogy and holistic student development. Guided by the Interdisciplinary Research framework and Systems Theory, the research views music as both a cross-boundary phenomenon and a systemic connector within networks of knowledge and practice. A qualitative design integrates thematic analysis, comparative case studies, and curriculum mapping. Data are drawn from scholarly literature, international curricula, and case examples such as music therapy, acoustics, and rhythmic structures in mathematics. Findings reveal recurring themes of embodiment, cognitive impact, cultural visibility, and pedagogical integration. Music emerges as a dynamic presence shaping identity, knowledge, and well-being across disciplines. The study concludes that recognizing music’s omnipresence enriches interdisciplinary scholarship and supports curriculum reform. While limited by purposive sampling, it opens pathways for broader, participant-centered pedagogy and future mixed-methods inquiry.
Dr Albert O.U. AUTHORITY (Sun,) studied this question.