The Arts · Year 3

Active learning ideas

Curating an Exhibition

Hands-on activities let students experience the curator’s choices firsthand. When they arrange artworks and explain their decisions, they move beyond passive observation to active problem-solving. This builds critical thinking about how displays shape meaning, which is the core of curation.

• ACARA Content Descriptions
• AC9AVA4P01
• AC9AVA4C01

• 15–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 45 min · Small Groups

Simulation Game: The Mini-Museum

Give small groups a set of 10 diverse 'postcard' artworks. They must choose 5 to include in an exhibition with a specific theme (e.g., 'The Power of Nature' or 'Hidden Feelings'). They must arrange them on a board and explain why the order and grouping matters.

Analyze how the arrangement of art changes how we experience it.

Facilitation Tip

During the Mini-Museum simulation, circulate and ask each group to explain the connection between two artworks they placed side by side before moving on.

What to look for

Present students with two images of the same artwork displayed in different ways (e.g., solo vs. grouped, different wall colors). Ask: 'How does the way this artwork is shown change how you feel about it or what you think it means? Discuss with a partner.'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Gallery Walk
• 30 min · Whole Class

Gallery Walk: The Curator's Tour

Once the 'Mini-Museums' are set up, one student from each group acts as the 'Curator' and gives a 2-minute tour to the rest of the class, explaining the theme and why they chose the 'star' artwork of their collection.

Design a title for a collection of these three pieces.

Facilitation Tip

For the Curator's Tour, model a 30-second introduction that tells a story about the display, then invite students to practice in pairs.

What to look for

Provide students with three printed images of artworks. Ask them to write a title for a collection of these three pieces and list one reason why they chose that title. Collect these as they leave.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: The Perfect Title

Show three very different artworks grouped together. Students think of one 'umbrella title' that could connect all three, share with a partner to see if they found a different connection, and then vote on the most creative title for the 'exhibition.'

Justify why it is important to show different types of art in one space.

Facilitation Tip

In The Perfect Title, provide sentence stems like 'This display shows…' to scaffold early attempts at describing the group’s theme.

What to look for

During a class activity where students are arranging printed artworks, circulate and ask individual students: 'Why did you place these two artworks next to each other? What idea are you trying to show by putting them together?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach curation as a deliberate craft, not a decorative task. Start with small, manageable choices so students grasp the power of editing and sequencing. Research shows that when students physically move artworks, they more readily connect spatial decisions to meaning-making. Avoid rushing to conclusions; let the process of rearranging reveal new ideas.

Students will articulate why they placed artworks together and how their arrangement communicates an idea. They will also practice editing a collection to focus on a clear message. Success means seeing curation as intentional storytelling, not random placement.

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Watch Out for These Misconceptions

• During The Mini-Museum simulation, watch for students who place artworks without talking about why or how they connect.

  Pause the activity after 10 minutes and ask each group to present their display by explaining the relationship between two artworks. Prompt them with, 'What idea does this pairing suggest to visitors?'

• During the Curator's Tour, students may believe any grouping is acceptable as long as artworks are visible.

  Provide a checklist that includes 'Does the placement tell a clear story?' and 'Does the title match the message?' Require students to revise their tours if these are missing.

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Methods used in this brief

• Simulation Game
• Gallery Walk
• Think-Pair-Share