This study explores the educational significance of class concerts by positioning them as both practical pedagogy and research within music education. Conducted with ninth-grade students in a Taiwanese junior high school, the project requires each student to engage not only as a performer but also as a member of the behind-the-scenes team responsible for concert organization, such as stage management, program design, or publicity. By integrating these dual roles, the class concert is conceptualized as a holistic learning model that connects music performance with collaboration, responsibility, and social-emotional development.The research adopts an action research design implemented over one semester. Data are gathered through student reflection journals, teacher observation notes, video documentation of rehearsals and concerts, as well as pre- and post-concert surveys measuring musical growth, motivation, and collaborative skills. The central research questions are: (1) How does taking responsibility for both performance and organizational tasks affect students’ music learning and overall engagement (2) In what ways does the preparation and presentation of a class concert promote social-emotional learning (SEL) competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (3) How can the class concert serve as a cross-disciplinary platform, integrating language, history, and arts-based components (4) How does the teacher’s dual role as facilitator and researcher influence the processTo address SEL, structured reflection, peer evaluation, and group dialogue are embedded throughout the concert preparation process. Cross-disciplinary connections are introduced through bilingual hosting of the event, historical contextualization of repertoire, and the design of visual and textual materials by students. Assessment includes performance rubrics, formative feedback, peer and teacher evaluation, and qualitative analysis of student reflections, supplemented by quantitative survey results.Preliminary findings suggest that requiring students to balance performance and organizational responsibilities not only enhances their musical proficiency but also strengthens their teamwork, communication, and emotional regulation. Furthermore, the cross-disciplinary dimensions enrich the educational meaning of the concert, transforming it into a comprehensive learning experience. By situating the class concert at the intersection of pedagogy, SEL, and interdisciplinary education, this study highlights its potential as an innovative model for advancing music education in both local and global contexts.