In this article, a teacher-curator pedagogy is taken to mean an assumption of the role of both educators and curators in the planning, creation, and implementation of teaching units and lesson activities within the context of an online exhibition. For their part, students are engaged in developing the exhibitions and self-directed learning activities as exhibition visitors. Via the active use of artworks from museums, the proposed pedagogy can help foster an audience who can meaningfully engage with, appreciate, and use their and others' cultural assets and heritage. By adopting the perspective of a curator and soliciting students' contributions via the development of themes and exhibits, teachers can illuminate the theme and objectives of the exhibition through the selection of relevant artworks from a variety of cultures and times. In doing so, the teacher-curator pedagogy puts teachers in a position to make connections across four dimensions: (1) connecting their work with that of curators; (2) connecting learning in schools with physical and virtual museums; (3) connecting contemporary local artworks with those of different cultures, places, and times; and (4) connecting direct-contact teaching with online learning. Ultimately, the proposed teacher-curator pedagogy will set visual arts teaching and learning on a new trajectory to readily embrace transformations in the digital era.