The Future of Teaching, Curation of Meaningful Learning Experiences

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What a curator is required to do:

1.  The curator casts the idea of care in a most expansive way, aiming to answer at every turn the questions “who cares?” or “why care?”

2.  A curator is in the practice of anticipating future interests; of any possible experience, one may ask: will this be relevant in 100 years? will it be in 5?

3.  Find a place wherein intersections of disciplinarily might find a path for innovation in education both formal and informal.

4.  Fnd the best conversation the world has to offer.

5.  A work of art under the curator’s care, and works under consideration for acquisition, must be thoroughly researched in order to ensure their authenticity, quality, and relevance for the target audience.

“There always exists the potential for an audience of one”

The process is sustained by the curator’s field expertise – much like a teacher. There is a permanent cycle of acquisition and deposition of works, additionally there is an open and global exchange and collaboration process with all relevant sources. Curators contribute to the intellectual integrity of the collection by documenting, analyzing and monitoring impact.

“I do not alter the content of the work contributed “

Curators conceive and guide experiences that shed new light on and lead to a better understanding of particular works, artists, movements, cultures, or historical moments in the history of art.

“Disruption, Hesitation, Silence,” Louise Glück (1995)

“I am attracted to ellipsis, to the unsaid, to suggestion, to eloquent, deliberate silence.... It is analogous to the unseen; for example, to the power of ruins, to works of art either damaged or incomplete. Such
works inevitably allude to larger contexts; they haunt because they are not whole, though wholeness is implied: another time, a world in which they were whole, or were to have been whole, is implied. There is no moment in which their 1st home is felt to be the museum”

Expanding public understanding of the subject and enhancing the quality of the visitor’s experience should count among the goals of any experience.

Curating is never a one man show; Teams of individuals are required to mount an exhibition. Curators work
with other professionals, both within and outside the museum. To uphold the integrity of the exhibition, the curator in charge should be actively involved in all aspects of its organization.

“Our days always become history and time itself may limit the imagination “

Curators bring to their work considerable knowledge and experience that originates outside the museum and their research extends beyond 
the confines of specific field of interest.

Curators must accept the responsibility of addressing different audiences their collections, adapting for a context extending beyond their immediate or known audience, curators can rely upon the expertise of educators in effectively engaging broader audiences

“The choices I make can help or hinder a user’s ability to understand the story”

Ensuring curators’ professional development is essential to enriching broad understanding and enjoyment of the collection and to bringing distinction to the experience.


Curators who take on ambitious projects benefit from travel or periods of residence elsewhere in order to pursue their scholarly interest, they pursue opportunities to visit distant exhibitions and collections or attend colloquia.

Next page- The curators takeaway 

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About the author

Fernando Valenzuela

Fernando is currently head of Aspen Institute education program in Mexico and Partner at Global Impact Edtech Alliance. He was formerly President McGraw-Hill Education, Latin America. He is a recognized senior executive, entrepreneur, speaker and board level leader with international background.  He has founded and led successful enterprises in Latin America for over 25 years. He holds a Degree in Computer Science from the Universidad Iberoamericana, and an MBA in International Business by the University of Miami. Active member of Wharton Fellows, ENOVA Network of Latin America CEOs, Center for Hemispheric Policy and Council of the Americas, and board member at Inroads.  He was most recently President at Cengage Learning / National Geographic Learning Latin America and founder of LINNEA the First Laboratory for Innovation in Learning Experiences in Latin America. There Fernando lead the transformation of the educational models and creating high value learning experiences by engaging students with technology. 

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