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AH40480

Academic Year 2026/2027

Curating & Collections (AH40480)

Subject:
Art History
College:
Arts & Humanities
School:
Art History & Cultural Policy
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Sean Leatherbury
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module is an advanced introduction to the theory and practice of curating and collections within art institutions, and involving the participation of a diverse range of guest lecturers and contributors. The aims of this module are twofold: (1) to explore the evolving role of the ‘curator’ and his/her relationship to museums and galleries, and examine debates concerning the production of art historical knowledge through practices of collecting and display; (2) to gain practical knowledge of and exposure to the working life of curators and museum/arts professionals, encompassing historical and contemporary art settings, and bridging public and private institutions, biennials, art fairs and the art market.We will begin with an introduction to core concepts and the critical vocabulary of museum, gallery, and curatorial studies, focusing on the museum as a social institution and the curator as custodian and interpreter of visual art. Classes will include seminar-style discussions of influential texts and thinkers in the field, and feature guest speakers sharing their expertise from across the academic, museum, and gallery sector. We will also make numerous field trips to local museums, galleries, and other arts organisations, and meet with curators and other arts professionals, grounding theoretical museum studies debates in the realities of practice. Other sessions will introduce students to collections management principles; interpretative approaches and exhibition design; and career pathways in curation. Students will also learn practical skills in conceptualizing exhibitions; crafting proposals; working with artists; object interpretation and critical writing. If practicable, an all-day or overnight field trip will be arranged in Ireland / Northern Ireland to take an immersive look at another city’s cultural infrastructure and museum/gallery scene.

About this Module

Learning Outcomes:

On completion of this module, students will be able to:• Demonstrate an understanding of the theory and practice of curating, and be conversant in the critical vocabulary of museum and curatorial studies• Discuss the social, political, and cultural functions and influences of museums and galleries• Analyse the impact of forms of display, exhibition, and collection/conservation practices • Critically assess museum and gallery exhibitions from the perspective of both the curator and the visitor, and how they work to produce knowledge• Understand the various pathways and professional responsbilities of contemporary curators, including collections management, conservation, and education/interpretation• Gain experience of practical skills in conceptualising exhibitions, developing interpretations and writing object labels, and presentation skills.

Indicative Module Content:

Course topics may include:
- The evolving role of the curator
- Art and the academy
- Art and the nation
- Curating art historical collections
- Curating contemporary art
- Curating education: audiences, engagement, outreach
- 'Undoing' museums: dissent, decolonisation, and alternative narratives
- Artwriting and criticism
- Art fairs & biennales

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Achieve gender equality and empower all women and girls 1

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Seminar (or Webinar)

36
Field Trip/External Visits

8
Specified Learning Activities

76
Autonomous Student Learning

80
Total

200

Approaches to Teaching and Learning:
Weekly sessions will include a combination of site visits to major museums and galleries, guest speakers, and seminar discussions (led by pairs of students each week). There is a heavy emphasis on blended theoretical and practical learning: we will be analysing scholarly texts in curating/collections and becoming conversant with significant debates in the field; and gaining from the practical/professional experience communicated by experts on-site in the galleries and museums we will visit.

AI Use: all assignments for this module are marked RED (no use of generative AI for any purpose).

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Exhibition proposal Week 14 Graded No
40
 No
Individual Project: Exhibition pitch Week 10 Graded No
10
 No
Participation in Learning Activities: Participation in class sessions Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Graded No
10
 No
Reflective Assignment: Reflective learning journals (four entries total, two due in Week 6, two in Week 12) Week 6, Week 12 Graded No
40
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

The two primary assessments for this module are (1) a reflective class journal (responding to weekly visits, and weekly reading) and (2) a curatorial project in the form of an exhibition proposal. The reflective journal will span the content of the entire module: four entries are expected. Full details and the grading rubric are indicated in the syllabus. For the curatorial project, a group clinic will be held in advance to workshop ideas. This exercise will prompt students to develop a specific and original theme or proposition; situate the exhibition’s contribution to art history or contemporary art; make judicious object choices; demonstrate research and critical analysis skills; and demonstrate an awareness of a hosting venue’s needs and audiences. Students will make a preliminary oral presentation on their concept to a panel which includes their instructor, the MA Director, and a curatorial professional who will be invited to offer feedback and critique. Following this feedback on their oral presentation, students will have the opportunity to fine-tune the written exhibition proposal before final submission.

Name Role
Ms Sheena Barrett Lecturer / Co-Lecturer
Ms Carla Briggs Lecturer / Co-Lecturer
Dr Sean Leatherbury Lecturer / Co-Lecturer
Assoc Professor Conor Lucey Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 14:00 - 16:50
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