Harnessing the artistic-pedagogical knowledge embedded in the design of concerts for children offers a powerful opportunity for orchestras—particularly community-based ensembles—to engage broader audiences and bridge cultural, social, and educational divides. Yet, this teaching-artistry remains largely tacit, held within the practices of individual musicians and organisations, with limited formal articulation in research literature. Emerging international scholarship has begun to explore this space, but Australian contributions remain underrepresented.This first-of-its-kind national study investigates the artistic-pedagogical practices of nine professional Australian orchestras through collaborative industry research partnerships. Employing a multi-method design, the study includes a comprehensive review of programming and education outreach activities, a qualitative survey of concert curators, and a series of semi-structured interviews with key practitioners. The resulting data were synthesised to develop a new artistic-pedagogical framework for designing and curating education concerts for children and families.The framework highlights core themes of accessibility, engagement, audience enrichment, and teaching artistry, offering a structured approach to concert design that builds meaningful bridges between orchestras and audiences, listeners and music. It also articulates the distinctive qualities of Australian education concert practice, contributing to broader international dialogues in music mediation, community music education, and arts outreach.By making visible the pedagogical strategies and artistic decisions that underpin successful education concerts, this research supports the development of inclusive, responsive, and culturally relevant music education practices. It invites orchestras and educators to reflect on their roles as mediators and co-creators of musical experiences that foster unity, curiosity, and lifelong engagement with music.