The Arts · Year 10

Active learning ideas

Designing a Curatorial Proposal

Active learning works well for this topic because students need to practice the messy, iterative work of curation rather than just discuss it. Designing a themed exhibition plan requires collaboration, debate, and adaptation, which active methods like gallery walks and peer pitches make visible in real time.

• ACARA Content Descriptions
• AC9AVA10D01
• AC9AVA10E01

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 25 min · Pairs

Pairs Brainstorm: Theme Development

Pairs generate three exhibition themes inspired by current events or local issues, sketching mind maps with potential artworks. They swap with another pair to refine one idea, noting strengths and gaps. End with pairs presenting top theme to class for votes.

Design a compelling exhibition theme that connects diverse artworks.

Facilitation Tip

For the Pairs Brainstorm, provide a list of artworks and themes to spark initial ideas, but let students revise their themes after the Artist Selection Walk to practice iterative thinking.

What to look for

Students exchange their draft exhibition themes and artist justifications. Partners provide written feedback on: Is the theme clear and compelling? Are the artist selections well-supported by the theme? Are there at least two specific suggestions for improvement?

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 35 min · Small Groups

Small Groups: Artist Selection Walk

Provide printed artist profiles and artworks. Groups rotate through stations, selecting three per theme with written justifications on relevance and diversity. Discuss selections as a group, then vote on inclusions for a shared proposal.

Justify the selection of specific artists and artworks for your proposed exhibition.

Facilitation Tip

During the Artist Selection Walk, assign each small group a different section of the gallery or resource bank to ensure coverage of diverse options.

What to look for

Present students with three diverse artworks. Ask them to write a one-sentence exhibition theme that could connect them, and then list one interpretive strategy they would use for one of the artworks.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 45 min · Whole Class

Whole Class: Proposal Pitch Panel

Students present 2-minute pitches of their proposals to class acting as gallery board. Peers score on theme strength, artist fit, and engagement strategies using a rubric. Facilitate debrief on effective elements and revisions.

Construct an interpretive plan that enhances visitor understanding and engagement.

Facilitation Tip

For the Proposal Pitch Panel, have students prepare a 2-minute pitch with a visual aid, such as a floor plan sketch or digital mockup, to focus their communication.

What to look for

Students write down one key challenge they faced in developing their curatorial proposal and one strategy they used or will use to overcome it. This helps identify areas where they need further support.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 40 min · Individual

Individual: Interpretive Plan Refinement

Students draft labels, floor plans, and interactive elements for their proposal. Incorporate peer feedback from pitch, then self-assess against ACARA standards. Share digital versions in class portfolio.

Design a compelling exhibition theme that connects diverse artworks.

What to look for

Students exchange their draft exhibition themes and artist justifications. Partners provide written feedback on: Is the theme clear and compelling? Are the artist selections well-supported by the theme? Are there at least two specific suggestions for improvement?

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Experienced teachers approach this topic by treating curation as a design challenge, not just an art history exercise. They model the process of refining a theme through feedback, showing how initial ideas often shift after considering audience and space. Teachers also avoid letting personal taste dominate, instead focusing on how selections serve the exhibition’s purpose. Research suggests that students learn curation best when they experience the tension between concept and execution, so iterative drafting and peer critique are essential.

Students will demonstrate the ability to craft a clear, compelling theme that unites diverse artworks and justify their selections with specific evidence. They will design interpretive strategies that consider public engagement, spatial flow, and audience needs.

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Watch Out for These Misconceptions

• During the Pairs Brainstorm, watch for students who default to personal preferences without considering a unifying theme.

  After the brainstorm, have pairs share their themes and ask the class to identify which themes could unite the selected artworks most effectively. This redirects focus from personal taste to conceptual fit.

• During the Artist Selection Walk, watch for students who choose artworks based solely on aesthetic appeal rather than conceptual alignment.

  Provide small groups with a worksheet that asks them to explain how each selected artwork fits the theme before finalizing their choices. This pushes them to articulate the connection explicitly.

• During the Proposal Pitch Panel, watch for students who assume their public space can accommodate any layout or strategy.

  Require each pitch to include a brief discussion of the site’s constraints and how the proposal adapts to them, such as limited wall space or high foot traffic areas.

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Methods used in this brief

• Project-Based Learning