Aesthetic literacy is an important objective of interdisciplinary education; however, existing teaching approaches often lack systematic integration and quantitative evaluation. To address this issue, this study proposes an integrated teaching model that combines music art with textile-related intangible cultural heritage elements. The model integrates music analysis, textile cultural heritage elements, and interdisciplinary design activities to help students connect musical features with textile-related visual patterns and cultural meanings. A multi-criteria evaluation index system was established to assess aesthetic literacy outcomes, and a hybrid method combining the Analytic Hierarchy Process and fuzzy comprehensive evaluation was used for quantitative analysis. A four-week experiment involving 48 undergraduate students was conducted, including an experimental group and a control group. The results showed that the experimental group achieved a higher overall score than the control group, with scores of 3.97 and 3.41, respectively, representing an improvement of approximately 16.4%. Statistical analysis indicated a significant difference between the two groups. Sensitivity analysis suggested that the evaluation framework remained relatively stable under moderate weight variations. The findings provide preliminary evidence that the proposed model may improve aesthetic perception, cultural understanding, and creative practice ability in interdisciplinary aesthetic education.

aesthetic literacy, interdisciplinary education, music art, textile-related intangible cultural heritage, fuzzy comprehensive evaluation