HUMSS-

Learning Area Grade Level 12

W5-8 Quarter
CULMINATING ACTIVITY
4 Date
I. LESSON TITLE Exhibit Development Process
II. MOST ESSENTIAL
LEARNING Analyze the brief history, core teachings, core teachings, fundamental
COMPETENCIES (MELCs)beliefs, practices, and related issues of Theravada Buddhism.
III. CONTENT/CORE  determined how are exhibits made;
CONTENT  created an Exhibit Action Plan; and
 applied their understanding of the key concepts, principles, and processes to
humanities and social sciences through an exhibition
IV. LEARNING PHASES Learning Activities
I. INTRODUCTION

Answer the following questions.

1. What is an exhibit?
2. What are the different roles in exhibit development?
3. What are the five stages in exhibit development? Identify and define them?
4. How can the HUMSS exhibit aid in addressing a real-world problem or concern?

II. DEVELOPMENT

Lesson Overview

EXHIBIT DEVELOPMENT PROCESS

What’s an Exhibit?

“An exhibit is an object or collection of objects ob public display in an art gallery or museum or at a trade fair”
(Oxford University Press, 2015)
In education, exhibits are collections of various products or outputs made by students that are evidences of what they
learned from their classes.
How are exhibits made?
The Smithsonian Institution (2002), founder of the world’s largest compound of museums and research centers,
conducted a research among various museums in the United States. One of the key results of the study is five-stage
process that museums usually employ in developing exhibits. Students may find this useful in the development of their
HUMSS exhibit.

The five stages of exhibit development are the following:

1. Idea Generation - Exhibit ideas are gathered from internal Subject experts or the interests of the museum’s
intended audience.
2. Concept Development- In this stage, ideas generated are synthesized into an exhibit proposal, which also
specifies items to include, size, design, and the cost of the exhibit. You will have to decide which objects from your list
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will actually be included in the exhibit.
3. Design Development- In this stage, the overall layout and composition of the exhibit is decided. Key decisions
include the number of objects to be included in the exhibit; the labels to be indicated; and the voice of the exhibit.
4. Fabrication ans Installation - Like building a puzzle, exhibit pieces are woven together and installed at the
exhibit venue. This includes setting of furniture for the items and lighting and multimedia setup when necessary.
5. Post-Opening Activities - After an initial or pilot run, some museums correct or enhance their exhibits based on
visitor feedback.
Who are involved?
Here are some roles that you consider in exhibit development.
1. Content Specialist - ensures that each artifact appropriately and accurately represents the content for exhibit.
2. Designer - The designer’s role is to make sure that the exhibit is appealing to the various senses of the target
visitor. This includes optimal use of space, lighting, sound effects, and the like.
3. Content Interpreter - The content interpreter make sure that the exhibit could be understood by the visitors
whether old and young. This includes checking the labels and all the words used to explain the exhibit.
4. Project Manager - serves as the overseer of the exhibit development project. He/she make sure that the exhibit is
don on time ans within the resources and standards.

III. ENGAGEMENT

Activity 2.
Accomplish the action plan template. Under the tasks box, you may use the exhibit development process as reference.
Choose one topic for your theme: Poverty Alleviation, Disaster Risk Reduction, Peace- Building and Children and Youth
Development.

Exhibit Action Plan

Theme:

Objective: Setup an exhibit that shows how HUMSS contributes to our chosen theme.

Tasks

ASSIMILATION
Direction: Answer the following Questions: USE THE BACK PORTION OF THIS PAPER
1. Which of the roles listed above do you feel you are most capable of handling? Explain.
2. Can you think of other key roles in developing your HUMSS Exhibit?
IV. ASSESSMENT
Activity 3.
Showcase your understanding of the key concepts, principles, and processes to humanities and social sciences
through an exhibition. Use Photos, Drawings, Your actual work, labels, explanations, and note and other items that
contribute to the theme. In this activity, you can have it by individual or you can find a partner with in your community
by making sure that he/she is healthy and observe health protocols while working. Then, set up a small venue at home
with the given dimensions below:

2 ft.
1.7 ft.

1ft.
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Exhibit Rubrics

Category 4-Exceeds 3- Meets the 2- Approaching 1- Below

Standards Standards Standards Standards

The exhibit The exhibit The exhibit reflects The exhibit

Multi- reflects the reflects the the perspective of reflects the
disciplinary perspective of perspective of two disciplines in perspective of one
all disciplines three disciplines in the following discipline in the
under HUMSS the following fields; following fields;
fields; ● Humanities ● Humanities
● Humanities ● Social ● Social
● Social Sciences Sciences
Sciences ● Applied Social ● Applied
● Applied Sciences Social
Social Sciences
Sciences
Relevance to the All artifacts and All artifacts and Most artifacts and The artifacts and
Theme elements on the elements on the elements on the elements on the
exhibit are exhibit are directly exhibit are directly exhibit are not
directly related related to group’s related to group’s related to group’s
to group’s assigned theme. assigned theme. assigned theme.
assigned theme.
Most of the
artifacts reflect
local Philippine
contexts.
Conceptual Each artifact has Each artifact has Most artifact has Exhibit labels do
Explanation label that label that label that identifies not identify and
identifies and identifies and and explains the explain the
explains the explains the discipline related to discipline related
discipline related discipline related concepts reflected to the artifact.
to concepts to concepts in it.
reflected in it. reflected in it.
Sources of
additional
information on
the concept are
indicated as
well.
Design and The exhibit has The exhibit has The exhibit has The exhibits
Organization exceptionally attractive design well-organized design and
attractive design and well- information. organization of
ans well- organized materials are
organized information. confusing.
information.
Comprehensivel Even kids can Label and Labels and Only HUMSS
y understand the explanations can explanations can be professional can
labels and be easily easily understood understand the
explanations in understood by by adults. labels and
the exhibit. fellow high school explanations in the
students. exhibit.

REFLECTION:

I have learned that ____________________________________________________________________

I will _______________________________________________________________________________

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REFERENCES
HUMSS FUSION, The Padayon Series, (Penullar, et.al, 2016)

PREPARED:
ROBERT R. SAMONTE
HUMSS, Subject Teacher

TALA SENIOR HIGH SCHOOL