This study explores the implementation of Music in Wonderland, a cross-disciplinary music and performing arts supplementary curriculum developed through a government-funded teacher research project, in sixth-grade classrooms. It further evaluates students’ growth in arts administration knowledge and program planning skills after completing the course.Music in Wonderland was designed using insights from interviews with arts administrators across Taiwan’s performing arts organizations. Findings indicate that program planning and marketing are crucial in bridging the stage and the audience, with time, budget, and venue emerging as key factors shaping audience engagement. These professional perspectives provided a practical foundation for curriculum development, aligning classroom learning with industry practices.The curriculum extended existing music materials and integrated performing arts elements to strengthen students’ learning and real-world connections. The four-session program guided students through (1) exploring program planning and marketing strategies, (2) identifying roles through a personality-based activity and initiating program design, (3) developing proposals and rehearsing with structured tools, and (4) presenting a final performance followed by reflection and feedback. Formative assessment included teacher observations and peer feedback, encouraging students to evaluate program proposals from an audience perspective, while summative assessment comprised written proposals and performance videos.Adopting a mixed-methods action research design, the study involved 160 minutes of instruction, culminating in group projects where students planned and presented a 10-minute performance as part of the school’s graduation event. Quantitatively, pre- and post-questionnaires measured students’ prior knowledge and growth in program planning abilities, analyzed through descriptive statistics. Qualitative data included project proposals, performance videos, and post-course teacher interviews to identify learning outcomes and challenges. These findings informed subsequent curriculum refinement.Results demonstrate that this curriculum—developed based on real-world expert interviews—effectively supported students in integrating music and performing arts knowledge, connecting their learning with authentic stage contexts, and enabling teachers to guide students more efficiently in preparing for the graduation talent show. This study provides a model for curriculum design grounded in the practical needs of the performing arts field and serves as a reference for future cross-disciplinary teaching in music education and performing arts.