This study aims to recognize the importance of adolescents' participatory aesthetic experiences through Lind's Curatorial discourse, and to explore the direction of secondary art education through this. To this end, the concept of Curatorial was defined as a way to experience and think art in various ways beyond discourse as a traditional exhibition planning, and the structure of aesthetic experience centered on participation, relationship, and speech was analyzed through Helguera's case. As a result of the study, the Curatorial perspective provided a theoretical basis for expanding youth art education to activities that value processes and experiences created through interaction rather than expression activities centered on results and evaluation. As a secondary school art teacher, I have keenly felt the need for learner participation, as many learners still find it difficult to approach art or remain as recipients and unable to intervene. This suggests that as contemporary art discourse shifts from object-centered to 'relationship' and 'process', art education should also become a place for participatory aesthetic experiences in which learners discover their voices in subjective participation and community relationships. In conclusion, this study is significant in that it derives the concept of "Participatory aesthetic experience" in art education through curatorial discourse and presents a theoretical perspective that can reinterpret education based on the process of experience and relationship formation.