MOBILE MUSEUM BOXESThe Diversity of Natural History in Mindanao
Edited by Ayumi Terada

The Mobile Museum Boxes project was supported by the Toyota Foundation’s Research Grant Program(2014 Fiscal Year).
Project Title: Research on the Utilization of Museum Activities for Education for the Young Generationin the Philippines: Development of Mobile Exhibitions to Redress Regional Disparities in Educational
Opportunities and Foster Human Resources to Manage Natural and Cultural Heritage
Project Leader: Ayumi Terada (Affiliate Assistant Professor, Intermediatheque Department, theUniversity Museum, the University of Tokyo)
TYTID: D14-R-0723© Mobile Museum Boxes Project 2015-16, 2016
All rights reserved.
Printed in Japan by Akita Kappan Co.
Photograph: Mobile Museum Boxes Project 2015-16
Design: Hiroyuki Sekioka + Eriko Ueno
Editorial Assistants: Xiao You Mok + Sota Yoshikawa

CONTENTS

PREFACE008

PROJECT MEMBERS					

010ACKNOWLEDGEMENTS

012

MOBILE MUSEUM BOXES EXHIBITIONS

017

MOBILE MUSEUM BOXES: CONCEPT, PROCESS AND POSSIBILITIES030

ACTIVITY LOG

036

BOX DESIGN

044

EXHIBITS

047

EXHIBITION DESIGN

068

SURVEY RESULTS

076

ASSOCIATE MUSEUMS AND BASIC LITERATURE

094

National Museum of the Philippines
MSU-IIT Natural Science Museum
The University Museum, the University of Tokyo
Key References of the Mobile Museum Boxes Project10:00 am-5:00 pm*closed on Sunday Jan. 24

supported by the Toyota Foundation

The Diversity of Natural History in Mindanao

MOBILEMUSEUM
BOXES

PREFACE

The Mobile Museum Boxes Project is the result

museum design also contributed to developing

entitled “Research on the Utilization of Museum

unveiling at the National Museum of Anthropology

in the Philippines.” The project is organized inBoxes exhibition was first shown at the Mindanao

Philippines, the Mindanao State University-

Iligan in January 2016. The exhibition kit thenMuseum, the University of Tokyo. It is undertaken

University in February.

exploring innovative uses of museum collections,

Boxes Project 2015-16 will introduce and explain

The Mobile Museum Boxes Project

eventually executed. In so doing, we hope tocontent whose effects transcends and extends

process and outcomes for those who mightof an international collaborative research effort

the Mobile Museum Boxes. After its initial

Activities for Education for the Young Generationin Manila in December 2015, the Mobile Museum

association with the National Museum of theState University-Iligan Institute of Technology inIligan Institute of Technology, and the University

traveled from Iligan to Cagayan de Oro’s Xavier

by Filipino and Japanese researchers interested inThis report on the Mobile Museum

and supported by the Toyota Foundation, Japan.

how this exhibition was conceptualized andseeks, ultimately, to produce mounted exhibition

therefore provide a better understanding of its

beyond the walls of the museum, thereby offering,embark on similar endeavors in the future.

opportunities for a variety of audiences, including,		by addressing themes relating to a wide range

		at each exhibition venue, object-based educationaland most especially, the young. Furthermore,of relevant museum collections, it also aims todevelop the younger generation's interest in the

					
		
		

Ayumi Terada

Luisito T. Evangelista

Emerito B. Batara
Akira Matsuda

natural and cultural heritage of their local areas.

For the 2015-16 project period, theexhibition focused on the theme, “The Diversity of

Natural History in Mindanao.” Ten Mobile Museum

Boxes were created and designed based on thecomments and suggestions of academic staff fromboth Manila and Mindanao who work directly or
indirectly in tertiary-level education. Various otherprofessionals specializing in natural history and

009

PROJECT MEMBERS

Ayumi Terada is an Affiliate Assistant Professor

Emerito B. Batara is a laboratory technician at

University Museum, the University of Tokyo.

of Technology Natural Science Museum. He

policy, and is interested in exploring innovative

marine collections. He was first employed at

knowledge to foster creativity and promote object-

Development of MSU-IIT as a researcher,mobile museum projects, exhibiting collections

His undergraduate research focused on bird

activities. She is also interested in integrating

He obtained his BS Zoology at MSU-IIT, and later

performance, into museum activities. She earned

Mindanao Colleges. He is now also a member ofGraduate Institute for Policy Studies and is aof Museums (NCOM) of the National Commission

at the Intermediatheque Department of thethe Mindanao State University-Iligan InstituteShe specializes in museum studies and cultural

is currently in charge of the terrestrial andways of using museum collections and scientific

the Coordination Center for Research andbased learning. She has worked on various

but has since transferred to the IIT Museum.

in places not usually associated with museum

abundance in a particular region within Iligan City.

contemporary cultural expressions, particularly

also completed a BS in Nursing in North Central

her PhD in Cultural Policy Studies at the National

the Executive Council of the National Committee

Research Associate of the National Museum offor Culture and the Arts (NCCA).

the Philippines.

Akira Matsuda is an Associate Professor at theLuisito T. Evangelista is a curator and currently

Graduate School of Humanities and Sociology,

the Philippines’ Botany Division. He has been

the meaning, (re)presentation, and uses of theand has conducted workshops/training involving

he investigates the relationship between

museums in the Philippines. He conducts

anthropological and sociological perspectives.

papers in various scientific journals. He obtained

University College London and is the Secretary of

the officer-in-charge of the National Museum of

University of Tokyo. His research focuses on

involved in several natural history exhibitions

past in contemporary society. More specifically,natural history at different places and site

cultural heritage and the general public fromresearch in the field of botany and has publishedHe obtained his PhD in public archaeology fromhis PhD in Botany from the University of thethe World Archaeological Congress.

Philippines Los Baños and is also active in several

other professional organizations. He is currently

the vice-president of the Philippine PhycologicalSociety, Inc.

011

ACKNOWLEDGEMENTS[Exhibition in Xavier University]

R e n e C . Ta c a s t a c a s , S J ( A c a d e m i c Vi c e
President, Xavier University)

Juliet Q. Dalagan (Chairperson, College of Arts
and Sciences, Xavier University)

Judy P. Sendaydiego (Chairperson of Biology

Department, College of Arts and Sciences, Xavier
University)
Collaborators:
We would like to thank those who contributed to
the realization of the Mobile Museum Boxes “TheDiversity of Natural History in Mindanao” andhelped make our project genuinely inclusive andparticipatory. We also would like to thank those

who supported our traveling exhibitions in the2015-16 project period.

In association with:

Jeremy Barns (Director, National Museum)

National Museum of the Philippines

National Museum)Technology

Ana Maria T. Labrador (Assistant Director,

Mindanao State University-Iligan Institute ofMarcelo Cercado (Senior Researcher, National

The University Museum, the University of Tokyo

Roberto de Ocampo (Curator, Geology Division,

Supported by:

Museum)National Museum)

Danilo Tandang (Researcher, Botany Division,

The Toyota Foundation

National Museum)John Rey C. Callado (Researcher, Botany
Division, National Museum)

Sukarno D. Tanggol (Chancellor, Mindanao State
University-Iligan Institute of Technology)

Edgar W. Ignacio (Vice Chancellor for Academic

Affairs, Mindanao State University-Iligan Instituteof Technology)

Ferdinand P. Jamil (Dean, College of Science andMathematics, Mindanao State University-Iligan
Institute of Technology)

Sasha Anne Lao Valdez (Assistant Dean, Collegeof Science and Mathematics, Mindanao State
University-Iligan Institute of Technology)

Yo s h i a k i N i s h i n o ( D i r e c t o r / P r o f e s s o r, t h e
University Museum, the University of Tokyo)

Takenori Sasaki (Associate Professor, theUniversity Museum, the University of Tokyo)

Hiroyuki Sekioka (Affiliate Associate Professor,
the University Museum, the University of Tokyo)

Eriko Ueno (Affiliate Associate Researcher, theUniversity Museum, the University of Tokyo)

013

015

MOBILE MUSEUM BOXES EXHIBITIONS

December 09−20, 2015
Ayala Room, 2nd Floor, National Museum of Anthropology
P. Burgos Drive, Rizal Park, Manila
January 18−29, 2016
College of Science and Mathematics Lobby,
Mindanao State University-Iligan Institute of Technology, Iligan
Andres Bonifacio Avenue, Tibanga, 9200 Iligan City
February 2−6, 2016
*Extended to February 13, 2016
Science Center Lobby, Xavier University, Ateneo de Cagayan
Corrales Avenue, Cagayan de Oro

017

National Museum019

Mindanao State University-Iligan Institute of Technology

021

Xavier University, Ateneo de Cagayan

023

Opening programs
January 18, 2016

Mindanao State University-Iligan Institute of Technology (MSU-IIT)
Talk Event Program:

13:30−14:30, Room 109−110, College of Science and Mathematics
Invocation

National Anthem

Welcome Remarks

Ferdinand Jamil Dean, College of Science and Mathematics

		

Ayumi Terada University of Tokyo“Mobile Museum Boxes Project: Its Concept and Possibilities”“Access to Museums”

Akira Matsuda University of Tokyo“National Museum of Natural History”
		Luisito T. Evangelista National Museum		

Emerito B. Batara MSU-IIT“Preparation of Specimens (preservation/taxidermy) for Museums”
Opening of Exhibition:

16:00−21:00, College of Science and Mathematics Lobby
		
		
		
		
		
		
		
		
		

Sukarno Tanggol
Jeremy Barns

Chancellor, MSU-IIT

Director, National Museum

Ana Maria Theresa Labrador

Assistant Director, National Museum

Ayumi Terada University of Tokyo

Akira Matsuda University of Tokyo

Feliciano B. Alagao Vice Chancellor for Planning and Development, MSU-IITDavid N. Almarez Vice Chancellor for Administration and Finance, MSU-IIT
Jinky B. Bornales Vice Chancellor for Research and Extension, MSU-IIT
Edgar W. Ignacio

Vice Chancellor for Academic Affairs, MSU-IIT

025

February 2, 2016 at 15:30
Xavier University
Opening Prayer

The PhilHarmonia Xavier University

Welcome Address

Rene C. Tacastacs, SJ Academic Vice President

Presentations

Ayumi Terada Affiliate Assistant Professor, the University Museum, the University of Tokyo

National Anthem

Opening of Exhibition

Luisito T. Evangelista Curator I, Botany Division, National Museum of the Philippines

Schools that visited the exhibitions by appointment
MSU-IIT

Iligan City National High School, Iligan City
Iligan Medical Center College, Iligan City

Xavier University

MSU-Main Campus, Marawi City

Cugman National High School

Youngster Christian Learning Center, Iligan City
Iligan City East National High School, Sta. Filomena,
Iligan City

Integrated Developmental School, MSU-IIT, Iligan City
MSU-IIT students from different colleges

Different colleges of Xavier University
Cagayan de Oro National High School
Adamson University

Cagayan de Oro College

College of Engineering

College of Arts and Social Sciences
College of Education

School of Computer Science

College of Business Administration
College of Nursing

School of Engineering Technology

College of Science and Mathematics

027

029

MOBILE MUSEUM BOXES:CONCEPT, PROCESS AND POSSIBILITIESWhat are the Mobile Museum Boxes?

The Mobile Museum Boxes are a travelingexhibition kit mounted in boxes. With these boxes,

one can easily set up an exhibition in a varietyof venues outside the walls of a conventional

museum. An exhibition is ready once the boxes

are open. The boxes thus provide an objectbased educational opportunity to new audiences
quickly and easily.
Concept

The concept of the Mobile Museum Boxes
developed from the Mobilemuseum program,run since 2006 by the University Museum, theUniversity of Tokyo (UMUT) to “mobilize” itscollections in an efficient and sustainable fashion.

The Mobilemuseum program aimed to break awayfrom the traditional model of the museum, wherecollections are kept within museum walls, viewed

only in its galleries. The conventional museum
model is therefore an insular one, and the

Mobilemuseum seeks to subvert this by extending

the museum’s reach, bringing collections outside
the museum and producing new exhibitions inunconventional venues.

Various non-museum spaces canbe transformed into exhibition areas simply by
installing exhibit units of the Mobilemuseum.
UMUT has organized, for instance, exhibitionsof its collections in office lobbies of businessspaces in Tokyo since 2006. The exhibits are

renewed twice a year, and the objects for display
are chosen in light of their physical condition andaesthetic qualities. Visitor surveys suggest thatmost visitors of the Mobilemuseum exhibition
chanced upon it during their working hours,

without prior intentions to visit. This differs fromthe behavior of museum visitors, who usuallyplan their visit to an exhibition because of specificreasons.

The Mobile Museum Boxes follow

the idea of the Mobilemuseum program, with thespecial use of mounted boxes for an exhibition.

The exhibition is ready once all the boxes are
opened, thereby drastically streamlining theprocess of exhibition preparation. Moreover, one
can also flexibly adjust the exhibits by changing

the quantity, contents and arrangement of theboxes. In special instances, a single Mobile

Museum Box might even be used to make anentire exhibition.
BackgroundThe social divide between Metropolitan Manila
and other regions of the Philippines has widenedin recent years. The Constitution of the Philippines
boldly asserts the “right of all citizens to quality

education,” but there remains still a stark lackof educational infrastructure in other regions,especially when compared to Metropolitan
Manila. The nation’s largest museum institution,
the National Museum of the Philippines’ clusterof museum facilities in Manila city, for example,

discussed the exhibition themes and ideas

social education infrastructure, but people living invenue was decided upon as the Mindanao State

The same can be said of other smaller museums

IIT) in Mindanao, where project member Batara

are far fewer museums available in the regional

would continue to travel in the Mindanao region

the provision of museum education, the Mobile

Philippines, Mindanao has fewer museums

educational opportunities in regional areas of therich in both nature and ethnic culture.

The project aimed to create a mobile exhibition

Mindanao was therefore proposed initially as thepeople.

However, cultural heritage as a theme wasfunctions today as an important part of Manila’s

with various stakeholders. The first exhibition

regional areas rarely have the opportunity to visit.

University-Iligan Institute of Technology (MSU-

easily accessible in Metropolitan Manila. There

works, and it was agreed that the exhibition kit

areas. Recognizing the regional asymmetry inthereafter. Located in the southern part of theMuseum Boxes Project was conceived to increase

compared to Metropolitan Manila, despite being

Philippines through mobile museum collections.

The natural and cultural heritage of

kit in the form of boxes, to be shown to young

theme of the Mobile Museum Boxes exhibition.

Tertiary students were the main

eventually dropped, partly because the various

While this was partly because all the projectJapan, stressed the political sensitivity of ethnic

teach university students, another important

however, came from the results of a preliminary

the basic education system in the Philippines.

IIT and the Philippine Normal University instudied for six years in elementary school andwhat exhibition themes the tutors would be mostten years of basic education were shorter than

Boxes could supplement their students’ learning.

deemed insufficient by global standards. The new

the different subjects they taught, when asked

was therefore gradually introduced from the 2012

mentioned natural or historical/cultural objects.

completing the program graduating in 2024.

respondents had more experience with zoologicalunder the former education system, the project

To ensure that the boxes would be utilized as a

could help supplement their learning by filling thedecided that the first exhibition would focus only

targets of the Mobile Museum Boxes Project.

people consulted, both in the Philippines andmembers work at university museums or

issues in Mindanao. A more important reason,

consideration was also the ongoing reform ofsurvey carried out with university tutors at MSU-

Under the previous education system, children

Manila. The survey was aimed at finding out

then for four years in secondary school. These

interested in, and also how the Mobile Museumthat of many other major countries, and thus

Although there was a variety of answers reflecting

education system, called the “K to 12” program,what they would like to see in the boxes, mostacademic year, with the first batch of students

Nevertheless, survey results also found that the

Since current tertiary students were first educatedand botanical specimens than cultural objects.

members thought that the Mobile Museum Boxes

supplement to the tutor’s lessons, it was therefore

gap between the old and new education systems.

on natural heritage. The theme of exhibition was

A Participatory Planning Processin Mindanao.”thus decided as “The Diversity of Natural History

The Mobile Museum Boxes Project put muchemphasis on the participatory process ofplanning the exhibition, and its members

031

There were many other aspectsof the preliminary survey that were useful for
determining details of the exhibition. When asked,

for example, how they usually enhance students’learning to supplement the topics taught inclass, some tutors stated that they utilize visualpresentations such as films and PowerPoint
slideshows in class. There were also respondents

who stated that experimental elements ofstudents’ learning, for example, lab experiments,

field surveys and museum visits, were important.

Regarding the role of museums supporting theirstudents’ learning, some respondents mentionedthat museums can illustrate what textbooks fail toprovide, while others answered that students canhandle real specimens and high-quality replicas
in museums, thus contributing to the developmentof their thinking skills. From these answers the

project members inferred that most respondents
were expecting museums to provide materials that
can help students visualize scientific knowledge,

and that many were expecting the Mobile
Museum Boxes to support their students’ learningby providing object-based learning opportunities.
Based on these results, the project members
decided that they would include as many objects

as possible in the boxes, from original specimens
to high-quality replicas.

Mobile Museum Boxes’ Exhibition

Ten Mobile Museum Boxes were created under

the theme, “The Diversity of Natural History in
Mindanao.” They included original specimens,
high-quality replicas, illustrations, photographs

and labels. The specimens were provided by theaffiliated museums or collected/purchased for the
project. The replicas and all of the boxes were
newly constructed in the Philippines.

The boxes were first unveiled in the

National Museum of Anthropology in Manila inDecember 2015. In January 2016, the exhibition
was officially launched at MSU-IIT in Iligan,

Mindanao. Thereafter, the exhibition traveled to

The answers also showed that for 73

University students and school

Xavier University in Cagayan de Oro, its second

out of the 324 university students and for 55 out ofchildren can also be involved in a similar fashion.

Both MSU-IIT and Xavier University

Boxes were their first experience of a museum

students of the host university served as guides

building for the exhibition. The space was an

who admit to visiting museums once in a few

information provided by the project members.

students at all times. Thanks to the accessibility

university students and 55% of the high school

carry out research on the exhibits independently,

by science students but also by students majoring

exhibition offered by the Mobile Museum Boxes.

children. A good example of this is the “Academic

venue in Mindanao, in February 2016.

the 227 high school students, the Mobile Museum

At the exhibition in MSU-IIT and Xavier University,

provided the lobby space of a science department

exhibition. If we further include the respondents

and explained the exhibits to visitors based on

open area and there was a constant flow ofyears, we can conclude that more than 47% of the

Perhaps in the future, students can be asked toof the venues, the exhibition was visited not only

students made a rare museum visit during thewith the goal of explaining them to schoolin various other subjects; this was affirmedby the results of the post-exhibition survey ofstudents from the two universities. Students ofother universities and high schools also came,evidenced by the official register of schools that
visited by appointment.

Results of the post-exhibition survey

carried out with tutors showed that the tutors
from MSU-IIT and the high schools in Iligan foundthe box with the Rafflesia the most interesting.
The most interesting box for the tutors of Xavier

University, on the other hand, was the lithologicalmap of Mindanao. All of the ten boxes werechosen as the most interesting one by at least
one respondent. Most respondents responded

positively to the idea of using the boxes tosupplement their teaching.

The survey carried out with university

and high school students also revealed someinteresting patterns in their evaluation of theexhibition. The results suggested that a majorityof the students viewed the Mobile Museum
Boxes as either useful for their studies and/or

inspiring, citing reasons such as the uniqueness,
attractiveness and beauty of the exhibits.
However, while a far greater percentage ofuniversity students stated that the boxes inspiredthem, the number of high school students whoviewed the boxes as useful and those who viewed

them as inspiring was equal. This difference may
be due to the specialization of courses taken atuniversities.

Possibilities for Development

The Mobile Museum Boxes have the potential to

be developed further by anyone willing to join the
project. They can, first of all, grow in quantity andvariety. The boxes were designed to illustrate thediversity of natural and cultural heritage of the

Adventure” program at UMUT, where student

volunteers choose exhibits, carry out researchon them, and consider how best to explain themto school children. If the “Academic Adventure”

model is replicated at each Mobile Museum Boxes
exhibition, it will offer another learning opportunity
for university students and school children.

area in which the exhibition venue is located. It istherefore possible to add new boxes touching on

different aspects of local heritage as the exhibition
travels to each new venue.

The post-exhibition survey asked

tutors and students for their suggestions for
improvement. The most common suggestions

given were to expand the exhibition and increase

the quantity of items displayed. Respondents
were also asked about what new materials theywould like to see in a new box, with answers
ranging from natural specimens to culturalobjects. These results suggest that it will be agood idea to add more boxes on topics such as
the cultural heritage of Mindanao Island.

Secondly, the Mobile Museum Boxes

also has the potential to be developed further asa multi-dimensional educational resource at eachexhibition venue. Although the project members
themselves did give short lectures for students

during the exhibition’s opening event in MSU-IIT

and Xavier University, in the future it would also

be possible to invite young researchers from thehost institution to deliver talks on the boxes.

033

035

ACTIVITY LOG

22-07-2015 Discussion over email (using photos) about survey results of Geology Division of NM’s travelingexhibition kits
22-07-2015 Discussion over email about results of tutor survey at MSU-IIT
23-07-2015 Finished preliminary survey of tutors at PNU
24-07-2015 Discussion over email about results of tutor survey at PNU
28-07-2015 Meeting in Manila to discuss exhibition themes and exhibits (Terada, Evangelista and Matsuda)
28-07-2015 Visit to Director’s Office, Botany, Archaeology and Geology Division in NM
28-07-2015 Meeting in Manila to discuss the languages of exhibition panels and labels
29-07-2015 Meeting in Manila to discuss design of boxes
30-07-2015 Meeting in Iligan to discuss exhibition themes, exhibits and preparation schedule(Terada, Evangelista and Batara)

April 2015 to March 201622-04-2015 Initial discussion over email about project outline

30-07-2015 Visit to Office of Publication and Information, Chancellor’s Office and College of Science andMathematics in MSU-IIT

09-05-2015 Discussion over email about project schedule and budget

31-07-2015 Meeting in Iligan to discuss the exhibition at MSU-IIT in January

11-05-2015

31-07-2015 Visit to College of Science and Mathematics Lobby (exhibition venue) in MSU-IIT

Meeting in Manila to discuss project outline (Terada, Evangelista and Batara)

12-05-2015 Meeting in Manila to discuss preliminary survey and exhibits

31-07-2015 Meeting in Iligan to discuss the languages of exhibition panels and labels

13-05-2015 Visit to National Museum of the Philippines (NM)02-08-2015 Discussion over email (using photos) about exhibits ideas (ver. 2)

22-05-2015 Discussion over email about project document (initial draft)

09-08-2015 Discussion over email (using drawings) about exhibition theme, “Biodiversity of Mindanao,”22-05-2015 Discussion over email about exhibit design

size of boxes (based on the golden ratio) and extension ideas for boxes

26-05-2015 Discussion over email about July’s meeting schedule in Manila

09-08-2015 Discussion over email about exhibit on shells

26-05-2015 Meeting in Tokyo to discuss project document (Terada and Matsuda)

10-08-2015 Discussion over email (using photos) about exhibit on the volcano

27-05-2015 Discussion over email about project document (ver. 1), target viewers and preliminary survey plan

13-08-2015 Discussion over email about box types (expandable or non-expandable) and exhibits

28-05-2015 Discussion over email about preliminary survey schedule

14-08-2015 Discussion over email about lighting device for boxes

30-05-2015 Discussion over email about project budget (ver. 1)

14-08-2015 Discussion over email (using drawings) about shape of expandable boxes, size of boxes, and exhibits

10-06-2015 Discussion over email (using photos) about design of boxes and exhibit ideas (ver. 1)
11-06-2015

Discussion over email about preliminary survey questionnaire for students

12-06-2015 Discussion over email about preliminary survey plan for university tutors and students, as well as
exhibition venues

in expandable boxes
14-08-2015 Discussion over email about exhibit on the geological map
15-08-2015 Discussion over email about exhibit on fishes
25-08-2015 Discussion over email about box design and exhibits

15-06-2015 Discussion over email about questionnaires for university tutors and students

28-08-2015 Discussion over email about preparation progress of box fabrication, collection and fabrication of exhibits

16-06-2015 Discussion over email about questionnaire for tutors (ver. 1) in Mindanao State University-Iligan

28-08-2015 Discussion over email about exhibition periods and venues in Manila and Cagayan de Oro

Institute of Technology (MSU-IIT) and Philippines Normal University (PNU)

28-08-2015 Discussion over email about exhibits on the geological map, fishes and pitcher plant

21-06-2015 Visit to Reading Museum (UK) by Matsuda

29-08-2015 Discussion over email about exhibits on crocodile skull and bird specimens

23-06-2015 Discussion over email about questionnaire for tutors (final ver.) in MSU-IIT and PNU

31-08-2015 Discussion over email about budget for exhibit preparation in Manila

24-06-2015 Began distributing questionnaires to tutors in MSU-IIT and PNU

01-09-2015 Discussion over email about next meeting schedule in Manila

25-06-2015 Visit to National Museum of Ethnology in Osaka by Terada

06-09-2015 Discussion over email about exhibit on the Rafflesia

04-07-2015 Presentation about project in workshop organized by Toyota Foundation in Kyoto by Terada

08-09-2015 Discussion over email (using photos) about box samples

07-07-2015 Discussion over email about purpose of project, exhibition venues and themes

09-09-2015 Discussion over email (using drawings) about box size consistency and shape of expandable boxes

09-07-2015 Discussion over email about objective of mobile exhibitions in Mindanao

17-09-2015 Discussion over email (using photos) about exhibit on crocodile skull

13-07-2015 Discussion over email about budget of exhibit fabrication in Manila

25-09-2015 Discussion over email about project budget (ver. 2)

15-07-2015 Finished preliminary survey for tutors at MSU-IIT

25-09-2015 Discussion over email about box fabrication and exhibits on the Rafflesia, pitcher plant, the volcano

21-07-2015 Discussion over email (using photos) about survey results of National Museum of Ethnology inOsaka’s hands-on kit for school children, “Min-Pack”

and crocodile skull
01-10-2015 Discussion over email (using photos) about box fabrication and design of expansion boards

22-07-2015 Discussion over email (using photos) about survey results of Reading Museum’s (UK) hands-on kit
for school children, “Loan Box”

037

02-10-2015 Discussion over email (using photos and drawings) about preparation progress of boxes and exhibits

19-11-2015

Discussion over email about preparation of box plates

02-10-2015 Discussion over email about budget for exhibit fabrication in Manila

19-11-2015

Discussion over email (using graphic design data) about design of exhibition banners and flyers

05-10-2015 Discussion over email about final schedule of November’s meeting in Manila

19-11-2015

Discussion over email about exhibition banner texts of greetings, project introduction andacknowledgments

06-10-2015 Discussion over email (using photos) about exhibits on bird specimens, fishes and crocodile skull
07-10-2015 Discussion over email about exhibit on the geological map

20-11-2015

Discussion over email about preparation progress of label texts

13-10-2015 Discussion over email (using photos) about boxes fabrication

21-11-2015

Discussion over email about fabrication of box plates

13-10-2015 Discussion over email about exhibit on shells

23-11-2015

Discussion over email (using graphic design data) about box plate design

14-10-2015 Discussion over email (using drawings) about label size, typeface, type size, color scheme and word length23-11-2015

Discussion over email about survey box size and design

14-10-2015 Discussion over email (using photos) about design of box handles

24-11-2015

Discussion over email about exhibition banner texts for greetings, project introduction andacknowledgments

16-10-2015 Discussion over email (using photos) about exhibit on shells and their design
19-10-2015 Discussion over email (using photos) about exhibit on the geological map

24-11-2015

Discussion over email about finalizing exhibition title, “The Diversity of Natural History in Mindanao”

20-10-2015 Discussion over email about budget of exhibit fabrication in Manila

24-11-2015

Discussion over email about topic label baseboards by email

20-10-2015 Discussion over email about schedule of the exhibition’s soft launch at NM in Manila

24-11-2015

Discussion over email (using drawings) about survey box design

21-10-2015 Discussion over email about exhibit on fishes

24-11-2015

Discussion over email about budget of exhibition materials used in Manila

21-10-2015 Discussion over email (using videos) about design of box handles and expansion boards

25-11-2015

Discussion over email about topic labels for crocodile, fishes and pitcher plant

22-10-2015 Discussion over email about schedule of the exhibition’s soft launch at NM in Manila

25-11-2015

Discussion over email about exhibition banner texts of greetings and project introduction

24-10-2015 Discussion over email about exhibits on the volcano, bird specimens, the Rafflesia and pitcher plant25-11-2015

Discussion over email about exhibition venue in Cagayan de Oro

26-10-2015 Discussion over email about budget on exhibit fabrication in Manila

25-11-2015

Discussion over email (using graphic design data) about final design of box plates

27-10-2015 Discussion over email about management of Mobile Museum Boxes after project ends

25-11-2015

Discussion over email (using graphic design data and drawings) about design of exhibition banners,
flyers, topic labels and object labels

27-10-2015 Discussion over email about topic label for crocodile skull
28-10-2015 Discussion over email about management of boxes after project ends

27-11-2015

Discussion over email (using photos) about layout plan for box exhibits

30-10-2015 Discussion over email about exhibition panels

28-11-2015

Discussion over email about exhibition flyer for Manila

02-11-2015

Discussion over email about the languages of exhibition panels and labels (English and Tagalog)

28-11-2015

Discussion over email about topic labels for the Rafflesia, fishes and crocodile head

06-11-2015

Meeting in Manila to discuss exhibition preparation progress (Terada, Evangelista and Batara)30-11-2015

Discussion over email about exhibition banner text, “The Diversity of Natural History in Mindanao”

06-11-2015

Meeting in Manila about exhibit on fishes brought from Mindanao

30-11-2015

Discussion over email about finalizing exhibition date at NM in Manila

06-11-2015

Meeting in Manila about exhibits on the geological map and the volcano

30-11-2015

Discussion over email about visitor survey plan

06-11-2015

Meeting in Manila about exhibits on the Rafflesia and pitcher plant01-12-2015 Discussion over email about fabrication of exhibition banners in Manila

07-11-2015

Meeting in Manila about exhibits on crocodile skull, birds’ legs and wings and full bodies specimens

01-12-2015 Discussion over email about exhibition venue in Cagayan de Orobrought from Mindanao

01-12-2015 Meeting in Tokyo to discuss questionnaire plan (Terada and Matsuda)

07-11-2015

Meeting in Manila about exhibit on shells brought from Tokyo

01-12-2015 Discussion over email about questionnaire plan for visitors in Manila (inside of the museum), in Iligan

07-11-2015

Meeting in Manila to discuss exhibits’ layout design in boxes

and Cagayan de Oro (university campus) and for university tutors

08-11-2015

Discussion over email (using photos) to discuss exhibition, box numbers and exhibits

01-12-2015 Discussion over email (using graphic design data) about exhibition flyer for MSU-IIT in Iligan

09-11-2015

Visit to Director’s Office, Botany and Geology Division in NM

01-12-2015 Discussion over email about exhibition banner text on “The Diversity of Natural History in Mindanao”

09-11-2015

Meeting in Manila about exhibition panels design (banner stand)

02-12-2015 Discussion over email about topic label for the volcano

09-11-2015

Meeting in Manila about exhibition flyers and banners design02-12-2015 Discussion over email about object labels for bird specimens

09-11-2015

Meeting in Manila about lighting device (LED clip lamp) and box handles

02-12-2015 Discussion over email about schedule of exhibition soft launch and exhibition credit in Manila

10-11-2015

Meeting in Manila about exhibits on the volcano and rock samples

02-12-2015 Visit to Xavier University to arrange the exhibition in February by Batara

14-11-2015

Discussion over email about design of exhibition banner stands

03-12-2015 Discussion over email about finalizing exhibition schedule for Xavier University in Cagayan de Oro

15-11-2015

Discussion over email about topic label for fishes

03-12-2015 Discussion over email about fabrication of exhibition banners in Manila

16-11-2016

Discussion over email about project budget (ver. 3)

03-12-2015 Discussion over email about transportation of exhibition crate from Manila to Iligan

16-11-2016

Discussion over email about December’s meeting schedule in Manila

04-12-2015 Discussion over email about budget of exhibition and transportation in Manila

17-11-2016

Discussion over email (using drawings) about formats of topic labels and object labels

04-12-2015 Discussion over email (using graphic design data) about flyer design of exhibition in Manila

17-11-2015

Discussion over email about topic label for shells

05-12-2015 Discussion over email about topic label for the volcano and object labels for birds specimens039

05-12-2015 Mobile Museum Boxes Project’s page on University Museum-University of Tokyo’s website created andexhibition flyers for Manila and Iligan uploaded
05-12-2015 Meeting in Manila about exhibits on the volcano, the geological map, the Rafflesia and pitcher plant(Terada and Evangelista)

21-12-2015 Discussion over email about exhibition flyer for Cagayan de Oro25-12-2015 Discussion over email about dismantling exhibition in Manila and forwarding crate from Manila to Iligan
25-12-2015 Discussion over email about project budget (ver. 4)
25-12-2015 Discussion over email (using graphic design data) about box tags

05-12-2015 Meeting in Manila about exhibition PR banner25-12-2015 Discussion over email about management of boxes after project ends

06-12-2015 Meeting at exhibition venue in NM to discuss exhibition layout plan and cloth color (blue)

28-12-2015 Discussion over email about January’s meeting in Iligan

06-12-2015 Meeting at exhibition venue in NM to discuss exhibit layout plan within boxes

28-12-2015 Exhibition crate forwarded from Manila to Iligan

06-12-2015 Start of exhibition set-up at NM

29-12-2015 Discussion over email (using photos) about transportation of crate in Manila

06-12-2015 Exhibition banners printed

29-12-2015 Discussion over email about fabrication of exhibition flyer for Cagayan de Oro in Iligan

06-12-2015 Discussion over email about exhibition credit in Iligan

30-12-2015 Discussion over email about confirmation of January’s meeting schedule in Iligan

06-12-2015 Discussion over email about communication with Xavier University over exhibition in Cagayan de Oro

05-01-2016 Discussion over email about time and venue of talk event for exhibition’s official launch in Iligan

07-12-2015 Installation of exhibits about styrofoam boards covered with cloth05-01-2016 Discussion over email about exhibition set-up schedule in Cagayan de Oro

07-12-2015 Installation of exhibition banners with stands

06-01-2016 Discussion over email (using photos) about installation of exhibition PR banner in Iligan

07-12-2015 Expandable boards fixed with screws

06-01-2016 Discussion over email about budget and preparation progress of exhibition in Iligan

07-12-2015 Meeting at exhibition venue in NM to discuss preparation progress (Terada, Evangelista, Batara and Matsuda)

06-01-2016 Discussion over email about fabrication of exhibition banner in Iligan

07-12-2015 Installation of exhibition PR banner about outside wall of NM

06-01-2016 Discussion over email about venue of exhibition’s opening talk event

08-12-2015 Installation of exhibits with styrofoam boards covered in cloth07-01-2016 Discussion over email about maintenance and monitoring of boxes after project ends by MSU-IIT

08-12-2015 Baseboards covered with cloth fixed with topic labels

07-01-2016 Arrival of exhibition crate in Iligan

08-12-2015 Installation of topic and object labels onto baseboards of boxes

08-01-2016 Discussion over email about management of boxes after project ends

08-12-2015 Installation of box plates and clip lamps

09-01-2016 Discussion over email on titles of short talks by project members for exhibition’s official launch in Iligan

09-12-2015 Exhibition venue cleaned and lighting device checked

12-01-2016 Discussion over email about finalizing exhibition venue and date at Xavier University in Cagayan de Oro

09-12-2015 Installation of survey box

12-01-2016 Arrival of exhibition crate at MSU-IIT

09-12-2015 Ribbon cutting ceremony to open exhibition with Ana Labrador, Assistant Director of NM, Ferdinand

13-01-2016 Discussion over email about finalizing exhibition launch schedule in Iligan

Jamil, Dean of College of Science and Mathematics of MSU-IIT and NM staff

13-01-2016 Discussion over email about exhibition period and set-up schedule in Cagayan de Oro

10-12-2015 Discussion over email about “do-not-touch” sign and visitor survey in Manila

13-01-2016 Discussion over email about project budget (ver. 5)

10-12-2015 Discussion over email about security guards in the gallery of NM

13-01-2016 Discussion over email about fabrication of exhibition flyer for Cagayan de Oro in Iligan

10-12-2015 Discussion over email about schedule of exhibition’s official launch in Iligan

14-01-2016 Discussion over email about entrusting boxes to MSU-IIT after project ends

11-12-2015

14-01-2016 Discussion over email about exhibition’s opening day schedule

Discussion over email about transportation of exhibition crate from Manila to Iligan

12-12-2015 Discussion over email about schedule of exhibition’s official launch in Iligan

14-01-2016 Discussion over email about interview of project members by MSU-IIT’s Office of Publication and Information

14-12-2015 Exhibition texts and exhibition photos in Manila uploaded onto Mobile Museum Boxes Project’s website

15-01-2016 Meeting at exhibition venue in MSU-IIT in Iligan to discuss exhibition layout plan

14-12-2015 Copies of Iligan exhibition flyers mailed from Tokyo to Manila and Iligan(Terada, Evangelista and Batara)

14-12-2015 Discussion over email about talk event for exhibition’s official launch in Iligan

15-01-2016 Start of exhibition set-up and installation of exhibition tables provided by MSU-IIT

15-12-2015 Discussion over email about transportation of exhibition crate from Manila to Iligan

15-01-2016 Visit to Office of Publication and Information, Chancellor’s Office and College of Science and15-12-2015 Discussion over email about fabrication of crate in Manila

Mathematics in MSU-IIT

15-12-2015 Discussion over email about exhibition kit’s checklist for transportation

15-01-2016 Cagayan de Oro’s exhibition flyer uploaded onto Mobile Museum Boxes Project’s website

15-12-2015 Discussion over email about credit of exhibition in Manila

16-01-2016 Installation of boxes on exhibition tables

16-12-2015 Discussion over email about budget of exhibition in Iligan

16-01-2016 Installation of exhibition PR banner about outside wall of College of Science and Mathematics building

16-12-2015 Discussion over email about exhibition schedule in Cagayan de Oro

16-01-2016 Installation of curtains within exhibition venue

16-12-2015 Visit to Xavier University to arrange the exhibition in February by Batara

16-01-2016 Installation of lighting devices and exhibition banners with stands

18-12-2015 Discussion over email about exhibition set up schedule in Cagayan de Oro

16-01-2016 Expendable boards of boxes fixed

20-12-2015 Exhibition in Manila closed and dismantled

16-01-2016 Installation of box tags041

17-01-2016 Plants and benches in exhibition venue arranged
17-01-2016 Exhibition venue cleaned
17-01-2016 Exhibition photographed
18-01-2016 Meeting in Iligan about exhibition opening’s talk event and exhibition opening ceremony

01-02-2016 Boxes covered for protection against sunlight and dust
02-02-2016 Student guides given instructions about exhibition
02-02-2016 Exhibition opening’s talk event
02-02-2016 Ribbon cutting ceremony to open exhibition with Rene C. Tacastacs, SJ, Academic Vice President of
Xavier University; Juliet Dalagan, Chairperson, College of Arts and Sciences; Judy Sendaydiego,(Terada, Evangelista, Batara and Matsuda)

Chairperson of Biology Department, College of Arts and Sciences; and faculty staff and students of

18-01-2016 Exhibition opening’s talk event
18-01-2016 Ribbon cutting ceremony to open exhibition with Sukarno Tanggol, Chancellor of MSU-IIT; Ferdinand
Jamil, Dean of College of Science and Mathematics, MSU-IIT; Sasha Anne Valdez, Assistant Dean ofCollege of Science and Mathematics, MSU-IIT; Jeremy Barns, Director of NM; Ana Labrador,
Assistant Director of NM; and MSU-IIT faculty staff and students
08-01-2016

Student guides begin explanation of exhibits to visitors

18-01-2016 Flyers for exhibition in Cagayan de Oro in Iligan printed
19-01-2016 Meeting in Cagayan de Oro to discuss exhibition venue and preparation (Terada, Batara and Matsuda)
19-01-2016 Visit to Biology Department and Science Center Lobby (exhibition venue)
20-01-2016 Letter stating that project members will entrust Mobile Museum Boxes to MSU-IIT and Chancellor of
MSU-IIT is handed over
20-01-2016 “First mobile museum boxes travels to IIT ” published in MSU-IIT News
21-01-2016 Discussion over email about broadcasting news of Mobile Museum Boxes on local TV program in
Mindanao23-01-2016 Discussion over email about set-up schedule for exhibition in Cagayan de Oro
24-01-2016 Discussion over email about talk event for exhibition’s launch in Cagayan de Oro25-01-2016 Discussion over email about project budget (ver. 6)
26-01-2016 Discussion over email about budget of exhibition in Cagayan de Oro
26-01-2016 Discussion over email (using photos and drawings) about exhibition layout plan at Xavier University
26-01-2016 Exhibition photos and news in Iligan uploaded onto Mobile Museum Boxes Project’s website
26-01-2016 Discussion over email about finalizing launch schedule at Xavier University
26-01-2016 “First mobile museum boxes travels to IIT” published in the news by Philippine Information Agency (PIA)

Xavier University
02-02-2016 Student guides begin explanation of exhibits to visitors
06-02-2016 Exhibition in Xavier University extended for one week
08-02-2016 Discussion over email about schedule for dismantling exhibition in Cagayan de Oro
08-02-2016 Discussion over email about exhibition report/catalogue
08-02-2016 Exhibition photos in Cagayan de Oro uploaded onto Mobile Museum Boxes Project’s website
10-02-2016 Discussion over email about survey results in Manila
13-02-2016 Exhibition in Cagayan de Oro dismantled and closed
13-02-2016 Exhibition kit transported from Xavier University to MSU-IIT
14-02-2016 “Mobile Museum Boxes’ project goes to XU ” published in Xavier University News
15-02-2016 Discussion over email about exhibition report/catalog
15-02-2016 News on exhibition in Cagayan de Oro uploaded onto Mobile Museum Boxes Project’s website
17-02-2016 Discussion over email about exhibition report/catalog
19-02-2016 Discussion over email about results of surveys of students and tutors at MSU-IIT
19-02-2016 Discussion over email about possibility of another exhibition in Mindanao
05-03-2016 Discussion over email about results of student survey at Xavier University
10-03-2016 Discussion over email about results of student survey at Xavier University
11-03-2016

Discussion over email about results of tutor survey at Xavier University

21-03-2016 Discussion over email about exhibition report/catalog
22-03-2016 Discussion over email about exhibition report/catalog
23-03-2016 Discussion over email about exhibition report/catalog

27-01-2016 Discussion over email about protection of exhibits at Xavier University
27-01-2016 Discussion over email about checklist for exhibition kit (to be used before dismantling), as well as checklist
for transportation
29-01-2016 Exhibition in Iligan closed and dismantled30-01-2016 Meeting in Iligan about exhibition kit and transportation checklists (Terada and Batara)30-01-2016 Meeting at exhibition venue in Iligan about transportation of exhibition kit
31-01-2016 Meeting in Iligan to discuss exhibition preparation in Cagayan de Oro (Terada, Evangelista and Batara)
01-02-2016 Exhibition kit forwarded from Iligan to Cagayan de Oro
01-02-2016 Meeting at exhibition venue in Xavier University to discuss exhibition layout plan
(Terada, Evangelista and Batara)
01-02-2016 Arrival of exhibition kit at Xavier University and start of exhibition set-up
01-02-2016 Installation of exhibition tables provided by Xavier University
01-02-2016 Installation of boxes on exhibition tables and fixed expansion boards with screws
01-02-2016 Installation of exhibition PR banner about outside wall of Science Center building
01-02-2016 Installation of curtains at exhibition venue and cleaning of boxes
01-02-2016 Exhibition photographed

043

BOX DESIGNBox Specifications

Basic Idea

The Mobile Museum Boxes, each with exhibits
installed inside, will bring the museum outside its

physical confines by temporally transforming any■ Outline dimensions: 37 x 60 x 18.5+5 cm-Expandable type (with 3 folding flaps): 4 boxes-Regular type (with one flap): 7 boxes *with an extra one to be used as the survey box

location into a museum gallery, thus providing an■ Material: dark brown wood to be varnished

for anyone, especially the young.

■ Box tags for identification of exhibits

object-based educational opportunity anywhere
The exhibition kit’s box-type design is■ Logos of three institutions (UMUT, NM and MSU-IIT) on metal plates

aimed at minimizing set-up time and effort, making

it easily installable by anyone. The minimum unitof each Mobile Museum Boxes exhibition kit is, as
its name suggests, just a box. People will be able
to organize different types of exhibitions simply

by changing the number or combination of theseboxes. This box-type exhibition design therefore

enhances both the efficiency and flexibity ofexhibition settings.

The design policy constructs allof the boxes based on the golden ratio, withconsistency in outline dimensions. This policy

therefore ensures aesthetic consistency evenwhen the number or combination of boxes arechanged for different exhibitions. Beyond that,
however, two types of boxes have also been

prepared to enhance the aesthetic dynamism ofeach exhibition space. Another version of the box
comes equipped with expendable boards thatfold in a vertical direction, thereby allowing more
exhibits or information to be added.

045

Box Themes and Types■ Expandable type

-Pitcher plants’ dried specimens and replicas (Terrestrial Plants in Mindanao)-Crocodile head skeleton specimen (Terrestrial Animals in Mindanao)-Birds in Mindanao from Dr. Rabor’s collection (Terrestrial Plants in Mindanao)-Mount Apo replica (Geology of Mindanao)■ Regular type

-Rafflesia replica (Terrestrial Plants in Mindanao)-Various birds’ legs and wings specimens (Terrestrial Plants in Mindanao)-Lake Lanao fishes replica (Aquatic Animals in Mindanao)

Comprised of over 7,107 islands, the Philippines

Mindanao’s rich ecological landscape, and-Common rock samples of Mindanao (Geology of Mindanao)

It is made up of three main geographical regionscategories: “Terrestrial Plants,” “Terrestrial

by Visayas, and then Mindanao. The island of

Mindanao.”

but is in fact the most culturally and ecologically

showcased representative species of Mindanao’s

languages, tribes and races, Mindanao is further

schadenbergiana, said to be the second largest

considered the food basket of the Philippines.

represented actual forms and colors of these

physiographic development – from high, rugged,

displayed on the expandable board of the box aspeaks; from high rolling plateaus to expansive,

was represented by a skull of the saltwalter

The flora and fauna of Mindanao

Hornbill (Tarictic affinis). Legs and wings of birdsof the animals that are found in Mindanao areof the different birds found in the island. In thePhilippine cockatoos and Mindanao bleeding

representative species of freshwater fishes

especially at the foot of Mount Apo, where you

Mindanao Island, were displayed alongside shellplants like the captivating Philippine orchids, thethe University of Tokyo. The category “Geology

and the Nepenthes mindanaoensis. Mount Apo isdifferent rocks and minerals found in Mindanao.

of 2,954 meters (9,692 ft) above sea level. The

fabricated based on the rocks collected from

historical record of eruption. These plants andeye replica of Mount Apo and its surroundings,

loss of their forest habitat due to logging and the

expandable board of the box. Together, the-Survey box

Terrestrial plants in Mindanao

Box.1 Rafflesia replica (actual size)

!

!

Box
" Size: Expandable or normal type
" Acrylic cover: Yes" Elevated bottom: No
Item" One replica of Rafflesia (flower in actual size) madeof resin-> Production in progress?
Text and graphic" Label (specimen’s name)" Caption (scientific description) of ‘Rafflesia (tbc)’" Photo of Rafflesia (whole figure)

Aquatic animals in Mindanao

Box 5. Lake Lanao fishes replica!

!

Box 2. Various plants’ dried specimens!

!

!

“The Diversity of Natural History in Mindanao”-University of Tokyo’s collection of shells from Mindanao (Aquatic Animals in Mindanao)-“Real-life” geological map of Mindanao (Geology of Mindanao)!

EXHIBITSBox" Size: Expandable type
" Acrylic cover: Yes" Elevated bottom: Yes
Item" Dried specimen(s) of pitcher plants (nepenthes
mindanaonensis)" Dried specimen(s) of orchid (vanda)-> Production in progress?
-> Any other specimens?
Text and graphic" Labels" Caption of ‘Terrestrial plants in Mindanao (tbc)’" Photos of live plants (color)!

Box" Size: Expandable or normal type
" Acrylic cover: Yes" Elevated bottom: Yes
Item" Fishes replica (one side, actual size) made of resin-> Specimens list?
-> Production in progress?
Text and graphic" Labels" Caption of ‘Lake Lanao fishes (tbc)’" Map of Lake Lanao

Box 6. University of Tokyo collections of shells in Mindanao
!

!

!

Box
" Size: Normal type
" Acrylic cover: Yes" Elevated bottom: Yes /with specimen boxes
Item" Shell specimens-> Specimens list in progress
Text and graphic" Labels" Caption of ‘Shells in Mindanao (tbc)’

is naturally known as a country of great diversity.

showcased ten boxes from the following four

– the largest being the island of Luzon, followed

Animals,” “Aquatic Animals” and “Geology of

Mindanao might be the smallest of the three,T h e f i r s t , “ Te r r e s t r i a l P l a n t s , ”

diverse. Known as a melting pot of different

rich flora – pitcher plants and the Rafflesia

made up of several smaller outlying islands, andflower in the world. The replicas made of resin

It also shows some of the greatest diversity ofplants, with dried specimens of pitcher plants

faulted mountains to almost isolated volcanic

well. The second section, “Terrestrial Animals,”swampy plains.

crocodile (Crocodylus porosus) and the Mindanao

is home to various endemic organisms. Somewere also included to emphasize the diversity

Philippine eagles, Philippine flying lemurs,“Aquatic Animals” category, the replicas of thehearts. It is also in the mountains of Mindanao,

collected from Lake Lanao, the largest lake incan find some of the most beautiful floweringcollections from the early 1980s donated byWaling-Waling, the Rafflesia schadenbergianaof Mindanao” was represented by various

the country’s highest mountain with an elevation

A lithological map of the whole island was thenmountain is volcanic in nature, but has no verified

the area. There was also a section with a bird’s-

animals, however, are gravely threatened by thewith their cross-sectional figure placed on theconversion of land to agricultural use.

specimens and models in these boxes showcased

The Mobile Museum Boxes’

the diversity of Natural History in Mindanao.

exhibition “The Diversity of Natural History

in Mindanao” therefore aimed to introduce047

Box No. 001

RAFFLESIAThe Rafflesia is a holoparasitic plant thatparasitizes the vine Tetrastigma of the grapef a m i l y Vi t a c e a e . T h i s v i n e h a s p a l m a t e l ycompound leaves as well as tendrils used for

climbing. The Rafflesia has no stem, leaves ortrue roots. Because its flowers look and smell

like rotting flesh, it is sometimes referred to as
the “corpse flower.” The foul odor attracts insects
such as flies, who then transport pollen from maleto female flowers. In most species, flowers begin

blooming at night and start to decompose only
three to five days later. The Rafflesia is commonly
found on the island of Mindanao. The Rafflesia
schadenbergiana, the second biggest flower inthe world, was first collected near Mount Apo by

Schadenberg and Koch in 1882. The diameter of
its flower ranges from 52 to 80 centimeters. 10 to
11 of the Rafflesia’s 27 reported species can befound in the Philippines, including the following

3 species in Mindanao: R. schadendergiana, R.
mira and R. verrucosa.

049

Box No. 002

Top:

Nepenthes copelandii Merr. ex Macfarl.
Dinagat, Mindanao, Philippines
Family: NEPENTHACEAE
Coll. D.N. Tandang, R.T. Angeles Jr. & C.E. Yungca Jr.
Date: Dec. 15, 2013
Det. D.N. Tandang
Phil. Nat. Herb.
FLORA OF THE PHILIPPINES
Philippine National Herbarium

PITCHER PLANTS
Pitcher plants, or Nepenthes, are carnivorous
plants with modified leaves that extend to form

pitchers that trap prey passively. Lured by theplant’s bright colors and the nectar secreted on
their pitcher rims, insects and other animals are

Bottom:captured in the fluid-filled pitcher and serve as

Nepenthes mindanaoensis Sh. Kurata
Dinagat, Mindanao, Philippines
Family: NEPENTHACEAE
Coll. D.N. Tandang, R.T. Angeles Jr. & C.E. Yungca Jr.
Date: Dec. 15, 2013
Det. D.N. Tandang
Phil. Nat. Herb.
FLORA OF THE PHILIPPINES
Philippine National Herbarium

their source of nutrients. Pitcher plants are foundwidely in the Philippines, especially in Mindanao,
as well as in Malaysia, India and Australia. Someof them hang suspended in mid air, while others
lie recumbent on the ground. Mindanao is home

to many endemic species of pitcher plants.

Among them are the Nepenthes copelandii and

Nepenthes mindanaoensis from Dinagat Island.
Of the 52 recorded species in the Philippines, 29
are found in Mindanao and endemic to the region.

Left: Nepenthes mindanaoensis Sh. Kurata

Right: Nepenthes copelandii Merr. ex Macfarl051

Box No. 003

CROCODYLUS POROSUS(Crocodile head)
The town of Bunawan, Agusan del Sur in

Mindanao captured a saltwater crocodile(Crocodylus porosus) in 2011. Named “Lolong,”
it was the largest crocodile held in captivity inthe world, measuring 6.17 meters long andweighing 1,075 kilograms. “Lolong” died on 10
February 2013. Crocodylus porosus can be foundthroughout the Philippines but lately have been
confined to the brackish and freshwater habitat.

Another species of crocodiles that can be foundin the country is the smaller but endemic Mindoro

crocodile (Crocodylus mindorensis). The saltwater
crocodile feeds on any animal, both large andsmall. However, they do prefer larger animals
such as goats, dogs, and other domesticatedanimals like cattle that may wander into thecrocodile’s habitat. Crocodile meat is consumed
as food and its skin is utilized for leather products.

053

Top, left:

Spilornis cheela (Crested Serpent Eagle)
Feet to grab their prey in flight, either in the air, from theground or out of the water. Have sharp claws to rip their
victim apart.
Top, center:

Nycticorax caledonicus (Rofous Night Heron)Long-legged freshwater and coastal birds. Legs to stay
above water while waiting for prey.

Box No. 004

LEGS AND WINGS OF MINDANAO
BIRDSTop, right:

Gallus gallus (Red Fowl)
Short legs make them very fast runners when escaping
predators. Adult males also have sharp horny spurs on
the back of each leg that they use for fighting.
Bottom, left:

Cairina moschata (Muscovy Duck)
Webbed feet suitable for movement, paddling andswimming.
Bottom, center:

Tyto capensis (Grass Owl)
Long legs and sharp talons to catch prey.
Bottom, right:

Tachybaptus ruficollis (Little Grebe)
Feet excellent for swimming and diving to pursue prey
underwater.

Top, left:

Tyto capensis (Grass Owl)
Large, broad wings for slow flight; may hunt while slowly
soaring near the ground.
Top, right:

Streptopelia bitorquata (Island Collared Dove)
Have strong wing muscles and are among the strongest
flyers of all birds.
Center, left:

Halcyon smyrnensis (White-throated kingfisher)
Short, rounded wings for fast flying.
Center, right:

Tanygnathus lucionensis (Blue-naped Parrot)
Attractive green plumage capable of high lift and fast
flying.
Bottom, left:

Spilornis cheela (Crested Serpent Eagle)
Broad wings with striking plumage; capable of high lift.
Bottom, right:

Anas luzonica (Philippine Duck)
The strong wings are short and pointed. Capable of short
lift and are fast flyers.

055

Box No. 005

BIRDS OF MINDANAO(Full bodies)

Pithecophaga jefferyi
Known as the monkey-eating eagle or Philippine eagle.
It was declared the national bird under proclamation
No. 615 on 4 July 1995. A ferocious-looking bird witha warlike headdress of spiky feathers that stands over
3 feet (1 meter) tall and can weigh up to 9 pounds(4 kilograms). This species is found in the thick andmountainous forests of Mindanao. They are excellent
hunters, capable of seizing their prey (small mammals,
fish, and other birds) with their sharp claws and tearing
at its meat with sharp, hooked beaks. They require thetallest trees for nesting, but have a very low reproduction
rate, laying just one or two eggs each year.

Left, top:

Right, top:

Left, bottom:

Right, bottom:

Amaurornis phoenicurusThis white-breasted water hen is a waterbird of the railand crake family. With their strong legs and long toes,
these birds prefer to run rather than fly.

Penelopides affinis
The Mindanao Tarictic Hornbill is a medium-sized
species of hornbill found in the canopy of the rainforests
in Mindanao. These birds emit an incessant sound thatsounds like ta-rik-tik, hence the name. Despite their noise
they are difficult to find, being well camouflaged by thedense foliage. The principal food of the Hornbill is fruit,
but it also eats insects and beetles.

Hypsipetes everetti
The yellowish bulbul are fruit feeders and supplement
their diet with insects. Their tails are long, their wings areshort and rounded.

Trichoglossus johnstoniae
The Mindanao Lorikeet is an endemic species. It has astrong, hooked beak that aids in locomotion. Larger birds
also use it for holding objects.
Irena cyanogaster
The Philippine fairy-bluebird is an endemic species. They
have a bill used for crushing food. Their feet are small,and they mostly use their wings.

057

Box No. 006

LAKE LANAO FISHESThe Lake Lanao Watershed, located in theprovince of Lanao del Sur in Mindanao, wasproclaimed a watershed reservation in 1992
through Presidential Proclamation 871 to ensure

the protection of forest cover and water yield forhydropower, irrigation and domestic use. At theheart of this watershed is Lake Lanao, the second
largest lake in the Philippines and the largest in
Mindanao. The lake plays a very important rolein the lives of the people who use it as a water
source for their day-to-day activities. Many native

species of fishes thrive in the lake, and are mostly
eaten as food. Among them are the Anabantidae,

Cichlidae, Clariidae, Cyprinidae, Gobidae,
Ophicephalidae and Anguillidae. Most of thosespecies are endemic except the Common Carp

(Cyprinus carpio) and bangus (Chanos chanos),

which have been dominating the catches of thefishermen. Scientists have attributed the declineof the endemic population to these introduced
species.

Left, top:

Right, top:

Left, second from the top:

Right, second from the top:

Left, second from the bottom:

Right, second from the bottom:

Left, bottom:

Right, bottom:

Glossogobius giuris (Tank Goby)
Hypseleotris agilis (Pedianga)
Hypseleotris agilis (Pedianga)
Anabas testudineus (Climbing Perch)

Clarias batrachus (Philippine Catfish)
Oreochromis niloticus (Nile Tilapia)
Oreochromis mossambicus (Mozambique Tilapia)
Channa striata (Striped snakehead)

Center, top:

Cyprinus carpio (Common Carp)
Center, bottom:

Glossogobius giuris (Tank Goby)059

Box No. 007

PHILIPPINE SHELLS FROMTHE UNIVERSITY OF TOKYO’S
COLLECTION
Shells are exoskeletons produced by mollusks,

and are found in diverse abundance in tropicalshallow-water areas. Beautiful shells are someof Mindanao's symbolic natural products, as theisland is surrounded by shallow tropical waters

and large bodies of coral reefs. These twenty-two

Top box, left:(1908-2004) in the Philippines in the 1980s. AfterTop box, second from the left:

specimens were collected by Dr. Shiro Kawaguchi

graduating from the Department of Zoology of
the University of Tokyo in 1930, Dr. Kawaguchi

conducted research on coral reefs in many places
around the world, including the Philippines.

He has donated his collection to the University
Museum, the University of Tokyo (UMUT) on

Calpurnus verrucosus Linnaeus, 1758
Nerita exuvia Linnaeus, 1758
Top box, third from the left:

Laevistrombus canarium Linnaeus, 1758
Top box, center:

Ellobium aurisjudae Linnaeus, 1758
Top box, third from the right:

Hypselostyla boholensis Broderip, 1892

several occasions. The shells represented by

Top box, second from the right:

Mindanao Island. They are mostly marine

Top box, right:

these specimens are distributed throughout

species, although some of them can be foundin fresh water and on land. UMUT entrusted thespecimens to the Mobile Museum Boxes Projectin the Philippines.

Helicostyla roissyana Férussac, 1821

Left, top:

Second from the right, top:

Left, second from the top:

Second from the right, second from the top:

Left, second from the bottom:

Second from the right, second from the bottom:

Left, bottom:

Second from the right, bottom:

Distorsio anus Linnaeus, 1758
Cymbiola vespertilio Linnaeus, 1758
Oliva miniacea Röding, 1798
Turbo petholatus Linnaeus, 1758

Hexaplex cichoreum Gmelin, 1791
Ovula ovum Linnaeus, 1758
Mitra mitra Linnaeus, 1758

Cochlostyla pithogaster Férussac, 1821

Pseudovertagus aluco Linnaeus, 1758
Second from the left, top:

Harpa major Röding, 1798

Center, top:

Cerithium nodulosum Bruguiére, 1792

Center of center:

Conus marmoreus Linnaeus, 1759
Second from the left, bottom:

Phalium areola Linnaeus, 1758

Center, bottom:

Conus figulinus Linnaeus, 1758

Right, top:

Turritella terebra Linnaeus, 1758
Right, bottom:

Chrysalis aspersa Grateloup, 1840

061

Box No. 008

LITHOLOGICAL MAP
OF MINDANAO
The three major classifications of rocks are

represented on the island of Mindanao. Igneous,sedimentary and metamorphic rocks can befound exposed all over the island. The oldest

rocks are metamorphic rocks, made up of schist,slates, phyllites, marble, quartzite, and gneiss of

the Cretaceous age, representing the basement
complex. These metamorphic rocks are foundin Dinagat, Zamboanga and in East and Central
Mindanao. Igneous rock such as diorite, peridotite
associated with gabbro and diabase dikes andpillow basalt are also common on the island.
These igneous rocks were formed during theCretaceous age, up to the Paleogene time.
Pliocene to Pleistocene volcanic rocks are foundin the island’s volcanic centers. Sandstone, shale,
conglomerate, mudstone, limestone, turbidites
and volcanistic rocks represent the sedimentaryrocks. These are confined mostly to the Agusan,

Cotabato and Davao basins and plains. Miocene
to Pliocene reefal limestone formations are often
observed capping some older rocks.

SEDIMENTARY AND METAMORPHIC ROCKS

IGNEOUS ROCKS (INTRUSIVE ROCKS)

Brown
QUATENARY (Holocene)
Beach deposits; raised coral reefs, atolls, and beach rock.

DioriteNEOGENE
Largely intra-Miocene quartz diorite.

Grayish
PLIOCENE – PLIESTOCENE
Marine and terrestrial sediments. Associated withextensive reef limestone in the western coastal area of
Mindanao.

Peridotite
CRETACEOUS
Undifferentiated ophiolites and ophiolitic rocks. Forms a
Cretaceous belt in Zamboanga.

L+Brown
UPPER MIOCENE – PLIOCENE
Largely coarse marine clastics overlain by extensive silty
limestone in some parts of Mindanao.
Limestone
OLIGOCENE
Minor limestone and shales. Limestone remnants inCentral Mindanao.

Basalt
PLIOCENE – QUATERNARY
Chiefly pyroclastics and/or volcanic debris found at thefoot of volcanoes. Plateau basalt in Pagadian and Lanao.
Andesite
PLIOCENE – QUATERNARY
Non-active cones or andesitic plugs. Basaltic dikes in
Misamis Oriental, Mindanao.

SchistPERMIAN
Undifferentiated gneiss associated with marble,
limestone, and arenite.

063

Box No. 009

TOPOGRAPHY AND DRAINAGE
AROUND MOUNT APO
Mount Apo is a moderately to highly steep
mountain, reaching a height 2,954 meters above

sea level. Its cross-section along Mount Talomo ischaracterized by a moderate to steep topography.
Near the center of the section, the relief map

shows a steeper topography, while a moderate toundulating topography characterizes the westernand eastern flanks as one reaches the foot slopeof the mountain. A very steep relief is shown in the

cross section that runs along Mount Apo’s peak.

However, the eastern and western flanks exhibita moderate topography. The cross-section along
the southern flank of Mount Apo is characterized

by a moderate to moderately steep relief, seldom

reaching a height of 1,600 meters above sea
level. Steeper V-shaped valleys are the mainfeatures of Mount Apo’s southern flank. The majorrivers that drain Mount Apo and its surroundings
are the Digos, Malinao, Jabut, Malabul and Tlomo

Rivers. All rivers exhibit a radial pattern with some

tributaries displaying a dendritic pattern. Fresh
V-shaped cuts are made headstream by different
tributaries. Waterfalls are present along the
midstream course of some river channels.

065

Box No. 010

COMMON ROCKS OF MINDANAOThe Earth’s crust consists of rocks that are madeup of one or more minerals. The uses of rocks

have had a huge impact on the cultural andtechnological development of the human race.
The mining of rocks for their metal ore content has

been one of the most important factors of humanadvancement – mankind has progressed at

different rates in different places, in part becauseof the kind of metals available from the rocks of aregion. Mindanao is home to the country’s mineral

resources, with more than half of the estimatedmineral wealth of the Philippines found in thisregion. It has the country’s largest reserves ofcopper, gold, aluminum, nickel and iron.

Top, left:

Center, left:

Bottom, left:

Top, second from the left:

Center, center:

Bottom, second from the left:

Top, second from the right:

Center, right:

Bottom, second from the right:

Conglomerate
Sandstone
Limestone
Top, right:

Peridotite

BasaltAndesite
Chert

Serpentite
Andesite porphyry
Sandstone
Bottom, right:

Gabbro067

EXHIBITION DESIGN

VenuesThe Mobile Museum Boxes can be brought

anywhere, including to non-museum venues that

become temporarily transformed into museum
spaces once the boxes are opened. Taking thisadvantage of the Mobile Museum Boxes into

consideration, the choice of exhibition venues
is therefore important. For the duration of thisproject, the exhibitions were set up in the firstfloor lobbies of college buildings inside theuniversity campuses both at MSU-IIT and Xavier
University in Mindanao. The spatial characteristicof lobbies is its openness – students walk throughthe lobbies very often in their daily life, and will
be able to easily encounter and visit the Mobile

Pedestals/tables

The components of the exhibition kit do notinclude exhibition pedestals. Instead, the volume
and transportation cost of each exhibition kit

is lowered by using tables provided at eachexhibition venue. For example, with just four
rectangular tables provided by our venue

partners, we managed to make a single “islandbase” for ten boxes, arranged in five back-facing

pairs on the conjoined island of exhibition tables.
Two pairs of expandable boxes were then placedon the furthest edges of this base to achievea semblance of balance whilst eliminating any
monotony of design.

Museum Boxes even without specific intent.

069

Layout Plans

The expandable-type boxes must be grouped

into pairs, as each needs the back of the otheras support, made possible when the expendable

components are fixed together with screws. Other

than that, it is also possible to vary exhibition
layout plans based on the size of each venue, orthe location of the entrances. For this exhibition,

we had in fact initially considered placing theexhibition tables separately throughout the lobbyof Xavier University in order to circulate the flow

Graphics/banners

chose the same layout plan because of the size

introduction of the exhibition concept and themes

university.

are retractable inside its stands, and can be usedof viewers in multiple directions, but eventually

Graphics with the exhibition title and an

and number of tables we were provided by theare printed on tarpaulin banners. These banners
repeatedly. As they come with stands, thesebanners can be placed anywhere within any

exhibition venue, without the need for deliberate
attachment to walls or ceilings.

071

Lighting Devices

Decorative Clothlike, lighting devices are effective. As the ceiling

Manila, we covered the background of the exhibits

To make non-museum spaces more galleryspotlights commonly used at museum galleries

are not usually available at non-museum spaces,
we have also included commercially available

LED clip lamps in the Mobile Museum Boxes’
exhibition kit. These lamps can be easily clippedto the edges of the box flaps or the top of thebanner stands, and require only regular electricaloutlets to work.

When we constructed the boxes and exhibits inin each box as well as the exhibition tables withblue cloth, the color having been chosen tocorrespond with the theme of the exhibition. In

Iligan, we further included extra bolts of clothin the kit provided. Cloth was also eventuallyhung as curtains around the exhibition venue to
produce a dramatic effect, thus transforming thelobby’s usual atmosphere into one befitting an
exhibit event.

073

Protection of Exhibits

The curtains, moreover, play an important role inprotecting the exhibits. With curtains “guarding”

the venue entrances, we can then keep out any

wind, dust, and sunlight that might cause damage
to the exhibits. Similar risks of damage wereidentified at the lobbies of MSU-IIT and Xavier

University, and we therefore also decided to hangcurtains to better protect the exhibits, all while

enhancing the aesthetics of the exhibition venue.
Finally, a rule of maintenance was introduced

during each exhibition period, requiring all boxes

to be covered over the night so as to minimize
damage.

075

SURVEY RESULTS
Preliminary survey for university tutors
Purpose: To identify the uses of the Mobile Museum Boxes
Participants: Tutors from the Mindanao State University-Iligan Institute of Technology (MSU-IIT) and the Philippine
Normal University (PNU)
Duration: MSU-IIT, June 24 – July 15, 2015; PNU, June 24 – July 23, 2015
Survey Type: Self-completed questionnaire■ Affiliation
Professor
Associate
Professor
Assistant
Professor
Instructor
Lecturer
No answer
Total■ GenderMSU-IIT (N)PNU (N)

5

0

7
1
4
25

2
1
10
13

6
2

0
0

Male
FemaleNo answer
Total

■ Age
MSU-IIT (N)
11
13
1
25

PNU (N)

5
8
0
13

20s
30s
40s
50s
60s
No answer
Total

MSU-IIT (N)
10
3
5
2
1
4
25

PNU (N)
2
6
2
0
0
3
13

■ Subjects handled

MSU-IIT:
Advanced Physiology, Ornithology / Animal Biology, Comparative Anatomy and Physiology, Biodiversity / Biology /Biodiversity, Microbiology, Basic Biology, Animal Biology / Biodiversity, Philippine Wildlife, Comparative Vertebrate
Anatomy and Physiology / General Ecology, Philippine Wildlife and Biodiversity / History / History / History /History / History / History / History of Russia, Modern East Asia, Contemporary Asia Issues / History of the Filipino
People, The History of Filipino-Muslim and Indigenous Peoples (Ips) of Minspara, Life and Works of Rizal / Marine
Biology, General Physiology / Marine Biology, Basic Biology / Marine Ecology / Methods of Research / Methodsof Research, Philippine History, The History of Filipino-Muslim and Indigenous Peoples (Ips) of Minspara, Modern
Japan Life and Works of Rizal / Philippine History, The History of Filipino-Muslim and Indigenous Peoples (Ips) of
Minspara / Philippine History, Rizal, Graduate Courses / Philippine History, Rizal, Graduate Courses / Sociology
Subjects / Sociology Subjects / Systematics, Ethnobotany / Systematics, Evolutionary Biology
PNU:
All Physics / Archeology, Philippine History, World History, Economics, Philippine Constitution, Geography andSocial Sciences / Biological Science (Zoology, Botany, Natural Science) / Biology / Biology Courses, General
Education Science Courses / Chemistry / Chemistry, Biochemistry / Ethics / History / Physical Sciences andStrategies in Science / Psychology / Science
Q1. Based on your experience, how do you supplement the topics being discussed in class to enhance
students’ learning?
MSU-IIT:-Films; field surveys; role-plays; photo exhibits and community immersion.
-Mostly by showing pictures and videos in class.
-Through documentaries, field trips to museums and gallery exhibits.
-Research and extension activities, ocular inspections, survey mapping and interviews.
-Through pair or group work, seat works, online activities, and films.
-Taking them to a museum (Xavier University) where they can experience specific artifacts first-hand. Both visualand historical narratives are also expounded upon with data shared by museum guides.
-Related films are shown to enhance students’ learning. For example, in the discussion of Mindanao problems/
conflicts in History 3, the film bagong buwan is a good film to show because the movie is based on real events,
allowing students to reflect on the story and situation presented by the film.

-Reflection papers, adapt a barangay (contemporary problems), group activities, expression of nationalism, films.
-Exposing students to field work and research; use of PowerPoint presentation slides and other multi-media
platforms to present botanical/zoological specimens.
-Field-sampling, conducting surveys of animals present in the museum.
-In discussions, we display visual presentations such as PowerPoint presentations, photos, video presentations sothat the student can fully grasp and understand the topics discussed.
-I use videos, specimens and some photographs to explain the topics more easily to the class.
-Through visual aids, documentaries and group discussions.
-Field-work, case studies, field trips, debates, buzz sessions.
-Activities (e.g. role-playing, brain storming, oral recitation etc.) are carried out after a topic has been discussed is
to evaluate and assess the students’ analysis and comprehension.
-By using visual aid materials, videos etc.
-Video documentaries, research papers, field exposure, group dynamics, debates, movie reviews.
-Through field trips, films.
-Conduct group activities like “SWOT” (strengths, weaknesses, opportunities and threats) analyses of the reformand revolutionary movements. After each “SWOT” activity, students compare the data before making theirconclusions. They then use PowerPoint to present their data. I also do role-plays, in particular to portray the life
and works of Rizal. Finally, I also show films and require students to make videos or conduct interviews specificallywith tribes in Mindanao.
-The students are given take home activities, conduct field-work or field-sampling.
-Through visual aids, field trips, or museum visits.
-By providing them with pictures of actual specimens of the animals being discussed.
-Field exposure; visits to the museum, taking advantage of the available data/books and specimens in the museum.
PNU:-The use of visual aids is effective ways of enhancing students’ understanding.
-Using other mediums of instruction.
-Field trips, science documentaries, simple lab experiments.
-Film viewings, journal reviews, field trips, lab experiments, dissections.
-Readings, other supplementary materials.
-Research, museums, primary sources.
-I always assign an alternative activity (movie-viewing, music appreciation, group work) as a supplement to the
topics discussed in class.
-Group activities, field trips, laboratory activities, films.
-Field trips, community-based activities, seminars with guest speakers, research.
-I can enhance learning of the students by using visual materials in actual classroom lectures.
-Applying concepts related to everyday situations.
-By giving problem sets and special topics for research.
-Laboratory activities, field trips/field-work.
Q2. Do you have any of the following in your university/faculty?
University museum
Mobile exhibit
Zoological specimens
Botanical specimens
Earth science specimens
Paintings/art materials for students
Historical displays
OthersMSU-IIT (N)
12
2
22
18
4
9
7
2

PNU (N)

5
3
12
12
8
8
11
2

*Multiple answers.

Q3. Have you experienced using these materials (Q2) in your class?
Yes
No
Total

MSU-IIT (N)17825PNU (N)
12
1
13

077

Q4. Are you using other object-based materials in your teaching?
Yes
No
No answer
Total

MSU-IIT (N)
10
11
4
25

PNU (N)
940
13Q4-a. If you answered “Yes,” what materials do you use, and how do you use them?

MSU-IIT:-I usually use visual history by teaching and discussing history through visual arts. They tend to be more effective
than the traditional approach of “learning by heaving.”-Old maps; cultural mapping of significant, people, sites and movements.
-When in the laboratory, students can write down information or details about samples.
-In laboratory class, I show students specimens.
-Use pictures to describe certain events or periods in history.
-I usually use work produced by my students. For example, when I instruct them to draw an image of a precolonial society, I let them use it for further discussions.
-I used fresh samples of marine plants for the students to identify and classify.
-I use a globe and tarpaulin-print maps of the world and the Philippines to explain map projections, latitudinal andlongitudinal lines, particularly in discussing topics like Magellan’s expedition route, ancient trading routes (Northern[silk road], Central, Southern route). I also conduct photo-exhibit activities among my students about the different
tribes in Mindanao and their cultural materials.
-Practical use of plants and animals by local people.
PNU:-Molecule models for chemistry so students can visualize abstract chemistry.
-Artifacts; material culture.
-Videos, pictures, PowerPoint, journals.
-Secondary sources: pictures, paintings, journals and newspapers.
-Laboratory activities to support the lectures explaining concepts for practical examinations.
-Showing specimens to students.
-Sometimes we used models.
-Using materials that are related to the concepts e.g. toy making as applied physics.
-Visual aids for demonstrative purposes.

Q5. In what ways can museums support students’ learning? Please explain, in general, your expectations.

MSU-IIT:-Museums exhibit things that classroom discussions and textbooks fail to provide – they concretize ideas
explained in classrooms and provide practical proof of the matters discussed in of the matters discussed in class.
They also stir the historical imagination of students, allowing them to creatively explore history.
-Students can perhaps gain in-depth knowledge on the subject matter. Museums are one of the best ways to help
students appreciate and value history.
-Museum artifacts serve as tangible objects that help “bridge” and “cement” the students’ knowledge about anintangible past.
-Museums give us a more intimate knowledge about the historical personalities that had been discussed in class.
- A very informative haven of ideas where they can draw better understanding about the past.
-Museums can certainly make the learning process interesting, fun and engaging. The visual aspect of museums
also help students remember what they have learned better.
-Enhancement of knowledge through visuals and artifacts displayed. Interactions between students and guides.
-Students might not be able to picture what the teacher is referring to based simply on worded descriptions. A
museum can therefore be a practical aid teachers can use to further enhance their students’ learning.
-Facilitate flow of thoughts, imagination and critical thinking. Other senses are aroused.
-Allows students to handle real and high quality replicas of specimens. This helps students develop observationand thinking skills, and better understand the subject matter.
-By providing students with different zoological specimens. It’s easier for students to handle and study preserved
specimens as compared to live specimens. Also, species encountered during field-sampling are limited, but in a
museum there exists a vast collection of animals.
-Preserved material and specimens can be helpful for future references in studies, and for identifying samples thatare not commonly found or seen.

-Preserved specimens help us to understand organisms that are not usually found in the locality.
-Museums can support learning by explaining topics through actual images instead of just words that may besubject to different interpretations.
-For anthropology classes, exposure to museums enhances understanding about the enthno-historical/cultural
aspects of humanity and human adaptation.
-Visual arts help enhance students’ imagination by showing them what they have read about in books.
-The museum can help students to visualize the organisms they learn about (e.g. through preserved or mounted
specimens).
-Through the study of reference collections.
-I expect that experiential learning among students would be best met by museums where they can directly
observe artifacts and other cultural material. They can make their own interpretation through their experience.
-Museums greatly support the learning of our students by providing students with the actual specimens that help
them relate better with the principles of biology. Museums provide vivid examples of the different plants and animalform.
-By providing access to specimens for study purposes. Museums should also provide important information about
the specimen.
-Easy access to an accurate database of collections of plants and animals and historical artifacts.
-The museum supports students learning as a reference for the students. The specimens in the museum wereused as reference for studying different families and species of each group of animals. They are used as specimen
for studying corals.
-Providing more information regarding a particular specimen representing a species (e.g. its feeding behavior,special physiological needs etc.) through audio and video presentations, some interactive activities, pamphlets.
Promoting awareness on the environment and how to properly utilize or conserve it. Tie-up with NGO and LGU’sconcerned, as well as with other similar organizations/museums internationally.
PNU:-Museums could provide materials may be used as a springboard for their discussion on different subjects.
-To provide and share primary resources; to have specialists.
-I expect museums to have a vast collection of biological specimens. Further, I wish that they can provide wellinformed walk-throughs upon request. A place where experts/scientists and preserved organisms converge under
one roof.
-Museums help students understand & appreciate history, develop their critical thinking skills, and appreciate
God’s wonders through reason & enlightenment, liberating students from ignorance by giving informative lectures.
-Museums present facts and offer information for learning.
-Museums hold vast primary and secondary source material. Museums should be interactive.
-Museums imbibe an appreciation of space and aesthetic experience.
-Specimens must be accessible to all students; hard-to-find specimens (to be observe/seen by students); expect
explanation and additional information to accompany the specimen/exhibit.
-Provide preserved/actual live specimens to help students visualize the objects/organisms as they actually occur
in nature.
-Museums can enhance learning as their collections of materials help students escape the confines of classroom
lectures or pictures or diagrams in books.
-Museums can “concretize” the concepts/facts being discussed in the class.
-It enhances learning by demonstrating the cultural significance of objects, or the application of scientific concepts.
I expect museums to offer creative presentations of varied and diverse topics.
Q6. Realistically speaking, do you think a mobile museum box could support your students’ learning?
Please answer honestly.
Yes
No
No answer
Total

MSU-IIT (N)
24
0
1
25

PNU (N)
11
2
0
13

079

Q6-a. If you answered “Yes,” what kind of materials would you like to see in the mobile museum box?

MSU-IIT:-Materials that are related to the topics discussed in class so as to couple the theory with actual examples
exhibited in a museum.
-Historical artifacts and documents - more on Muslim or even Spanish material.
-Material related to Philippine history, Mindanao and its people, Rizal.
-Samurai warriors’ armor, Katana Sword (including those used by manobo warriors as well), Japanese artpaintings, demonstrations of and lectures on Ikebana Chanoyu-tea ceremony.
-Aside from photos, real artifacts or replicas could be interesting.
-Artifacts, manuscripts, old photos.
-In line with my discipline, I would really like to see historical displays in the mobile museum box so that students
can see objects/images rather than just wordy descriptions.
-Replicas of material culture, pictures, photos of the actual material.
-Specimens necessary for research and instruction.
-Animals’ species that are not present at the MSU-IIT museum. Preferably those that are more exotic.
-Photographs of multiple zoological and botanical specimens with details/specific descriptions.
-Photographs of other botanical/zoological specimens.
-Pictures/photographs of significant events in history, historical relics and relevant objects that have historicalsignificance.
-If the museum artifacts are related to the subjects I teach. If possible, ethnic pieces/artifacts.
-Historical paintings, artifacts.
-The specimens relevant to zoology, biology, marine biology and botany courses.
-Philippine cultural material like tribal farm tools, dresses, musical instruments, weapons etc.
-All materials necessarily found at a museum, like historical displays and biological specimens.
-Preserved specimens of marine plants and animals, especially endangered organisms.
-Specimens found in the locality and an explanation of their uniqueness and usefulness to the community andsociety.
-Easy transport of specimens so students can have easy access.
-Books, specimen samples, audio-visual tools, guides/pamphlets, interactive materials (games that will enhancelearning, especially for primary school students).
PNU:-Materials should be used to support discussion.
-Sand of Archaeology.
-Hard-to-find specimens/extinct specimens or their replicas.
-Rare species, undocumented historical scientific events.
-Interactive exhibits.
-Updated/hard-to-find specimens, information about the specimens, additional activities that can be done by
students.
-More earth science materials, rare plant/organism samples.
-A mobile museums box that can be easily brought to school or class enhances the learning of students by giving
them easier access.
-Interactive material that demonstrate physics concepts, e.g. a bicycle-driver power generator, the van de groaf
generator or other such objects that can be found in Mind Museum (Taguig).
-Concepts/historical specimens with posters/explanations (science, ethnology).
Q6-b. If you answered “No,” why do you think so? Please tell us your honest opinion.
PNU:-Limited access.
-Very limited, it depends on the theme.

Post-exhibition survey for tutors
Purpose: To evaluate the exhibition
Participants: Tutors from the Mindanao State University-Iligan Institute of Technology (MSU-IIT), Xavier University(XU) and high schools in Iligan
Duration: MSU-IIT, January 18–29, 2016; XU, February 2–13, 2016
Survey Type: Self-completed questionnaire■ GenderMale
FemaleNo answer
Total

MSU-IIT (N)
5
2
3
10

XU (N) High schools (N)
5
3
6
8
0
0
11
11

■ Age
20s
30s
40s
50s
60s
No answer
Total

MSU-IIT (N)
0
3
2
0
0
5
10

XU (N)
3
1
2
4
0
1
11

High schools (N)
1
2
0
3
1
4
11

■ Subjects handled

MSU-IIT:
Psychology / Science / Biology / Biology / Physics / Computer related

XU:
General Biology, Natural Science, Ocean / Sociology / Economics / Planktonology, Phycology / Developmental
Biology, Histology / Biochemistry, Inorganic Chemistry / Entomology, Physiology / Biology

High schools in Iligan:
Science / Science, Chemistry / Science / Science / Science / Science / Science / Science / Science, English /Science, English / Mathematics, English
Q1. Which box did you personally find most interesting? Please select one Mobile Museum Box and state
the reason.
Rafflesia (large flower)
Pitcher plant
Crocodile head
Bird legs and wings
Birds (full bodies)
Lake Lanao fishes
Shell
Lithological map of Mindanao
Mount Apo volcano
Rock specimens
None
No answer

MSU-IIT (N)
5
3
1
2
1
2
5
3
1
1
0
1

XU (N) High schools (N)
1
5
4
4
0
1
0
1
1
0
0
2
0
0
5
0
0
0
0
3
0
0
0
0

* Some participants in the survey in Iligan (MSU-IIT and high schools) gave multiple answers.

081

Q1-a. Reasons

MSU-IIT:-To supplement my teaching.
-Useful in teaching landmasses. [Lithological map of Mindanao]-Part of the lesson on biodiversity-It was my first time seeing and touching the Rafflesia and pitcher plant.
-This specimen is quite difficult to collect.
-This is a good place for students in Mindanao to orient themselves with the different species of birds, fish andshells present or found in Mindanao.
-Rare, interesting, and I have read many articles about it.
XU:-First time seeing it. [Lithologic map of Mindanao]-Nicely packaged and shows much content with a single view. [Lithological map of Mindanao]-They are unusual. [Rafflesia]-The lithological map looks laboriously produced, and it was my first time seeing it of Mindanao.
-Birds are colorful. Different beaks were required depending on the type of bird and their habitat.
-These are very rare organisms, even in the Philippines. [Pitcher plant]-Very well preserved. [Pitcher plant]-Personally enjoyed the lithological map of Mindanao because it was uniquely engineered and crafted.
-It showed us the rich abundance of rock formations in Mindanao. [Lithological map of Mindanao]

High schools in Iligan:-First time seeing the Rafflesia and pitcher plant.
-First time seeing it. [Rafflesia]-They’re not common to me.
-Curious to see it personally. [Rafflesia and Pitcher plant]-First time finding out about the diversity of fish varieties in lake Lanao.
-Because it looks interesting. [Picher plant]-Rare. [Rock specimens]-It made me wonder which legs and wings belong to which birds. [Bird legs and wings]-I find the rock specimens box the most interesting. It makes me wonder how these rock formations arose in the
different lands of Mindanao.
Q2. Would you consider using any of the boxes to supplement your teaching?
Yes
No
No answer
Total

MSU-IIT (N)
9
0
1
10

XU (N) High schools (N)
6
9
5
2
0
0
11
11

Q2-a. If you answered “Yes” to Q2, please specify the box(es) that you would consider using to
supplement your teaching. You can choose multiple boxes.
Rafflesia (large flower)
Pitcher plant
Crocodile head
Bird legs and wings
Birds (full bodies)
Lake Lanao fishes
Shell
Lithological map of Mindanao
Mount Apo volcano
Rock specimens

MSU-IIT (N)
5
4
2
2
2
5
5
3
3
5

XU (N) High schools (N)
2
4
3
4
2
1
2
2
3
0
2
1
2
1
2
2
0
2
1
3

Q3. If a new Mobile Museum Box is to be created, what type of material would you like to see in it?

MSU-IIT:I want to see arthropods / Butterflies / Philippine endangered species /A broader presentation of Philippine floraand fauna / Often reptile representation / More flora and fauna
XU:
Considering that we are in a coastal area (and the Philippines is an archipelago), materials on estuarine/marine
environments should make it more interesting / Rare species of flora and fauna / Miniaturized models of animals
and faces / Models about certain processes in nature put in a box / The actual specimen and not just the replicas/ Endemic species for each major islands or small islands in the Philippines / Must include their distribution in thePhilippines / Fossils / Insects / Fossils of extinct species / An object that is made of raw materials that has thetouch of Mindanao / More endemic species
High schools in Iligan:
Types of rocks and gemstones / Human skeletons

Q4. How often do you visit museums in general?
Almost neverOnce in a few years
About once a year
A few times a year or more
No answer
Total

MSU-IIT (N)
2
2
2
1
3
10

XU (N) High schools (N)
1
0
7
1
2
1
1
1
0
8
11
11

Q5. If you have any suggestions for improvement for the Mobile Museum Boxes, please state them.
MSU-IIT:-You should add more displays.
-Add more species.
-Add more species for display.
-Additional information.
-Make this mobile museum boxes a good supplement for teaching in elementary and high school students.

XU:-More items should be added.
-1) It should be comprehensively categorized into different sets or groups, ex. one set for endemic birds, endemic
reptiles or mammals, endemic plants. 2) Other newly introduced species.
-It was already perfectly done and presented. Thank you.
-A glass panel over the specimen to prevent touching.
-An air-conditioned area.
High schools in Iligan:-More specimens.
-Human skeletons with proper labeling.

*Multiple answers.

083

Post-exhibition survey for students

Q1. What do you think of the boxes? Please choose as many answers as you like from the options below.
Help our study in class
Do not help our study in classInspire our curiosity in general
Do not inspire our curiosity in general
Other

University (N) High school (N)
86
107
64
37
200
118
22
11
2
3

Purpose: To evaluate the exhibition
Participants: Student visitors of the exhibition at Mindanao State University-Iligan Institute of Technology (MSUIIT) and Xavier University (XU)
Duration: MSU-IIT, January 18–29, 2016; XU, February 2–13, 2016
Survey Type: Self-completed questionnaire*Multiple answers.

■ Name of universities/schools

Q1-a. If you answered “Help our study in class” to Q1, please specify the box that you think can help yourstudy in class most. Please also state the reason for your choice.

University (N)XU
MSU-IIT
Iligan Medical Center College
Total
High school (N)MSU-IIT Integrated Developmental School
Iligan City East National High School
Cagayan de Oro National High School
Iligan City National High School
Iligan Medical Center College
Cugman National High School
Total■ Year/grade
178
143
3
324
83
74
35
29
4
2
227

University (N)
1st year
2nd year
3rd year
4th year
5th year
Master course
No answer
Total
High school (N)Grade 7
Grade 8Grade 9Grade 10
Total

136
93
61
25
1
4
4
324
49
142
34
2
227

■ Courses of university students
AB English / AB International Studies / AB Philosophy / ABAC / BEED / BEED English / BEED Science and Health/ BS Accountancy / BS Agriculture / BS Agricultural Engineering / BS Biology / BS Biology (Botany) / BS Biology(General) / BS Biology (Marine) / BS Biology (Zoology) / BS Business Administration / BS CE / BS Chemistry / BS
Chemical Engineering / BS Civil Engineering / BS ECE / BS EM / BS Environmental Engineering Technology / BS
Food Technology / BS IS / BS IT / BS Mathematics / BS Metallurgical Engineering / BS Nursing / BS Physics / BS
Psychology / BS Social Work / BS Statistics / BS Tourism / BSA / BSAC / BSAE / BSBA / BSBA Finance / BSc MS/ BSE Chemistry / BSECE / BSED / BSED Chemistry / BSED MAPEH / BSED Biology / BSED English / BSMB /BSTTE DT / General Education / Medical / MS Computer Application / MS ET / MS Physics■ GenderMale
FemaleNo answer
Total

University (N) High school (N)
140
104
182
123
2
0
324
227

■ Age
12
13
14
15
16
17
18
19
20
21
22
Over 23 (20s)
No answer
Total

University (N) High school (N)
1
29
101
40
25
30
86
22
104
3
60
19
19
4
7
0
1
324
227

Rafflesia (large flower)
Pitcher plant
Crocodile head
Bird legs and wings
Birds (full bodies)
Lake Lanao fishes
Shell
Lithological map of Mindanao
Mount Apo volcano
Rock specimens
None

University (N) High school (N)
31
64
35
57
20
45
23
45
27
54
19
46
23
50
24
46
16
39
21
46
4
10

*Multiple answers.

Q1-a. Reasons

University students:-It gave me information about something I didn’t know.
-It helps if we are interested in particular places in Mindanao.
-Plant morphology subject.
-That was in our lesson for Natural Science and Biology.
-I’m taking up Natural Science 1.1 this semester. I know that the Philippines, especially Mindanao, has anabundance of rock specimens.
-Helps me understand my Natural Science course.
-Because we are learning about plant morphology and anatomy.
-I am a bio major.
-It gave me additional information about something I didn’t know.
-I gained knowledge about biology.
-Natural Science 2 (Biology).
-I finally saw a real samples of different rocks like basalt.
-Some of the shells are poisonous.
-I can now seen in person the animals I learned about in class.
-That was our lesson in Natural Science and Biology.
-Plant morphology subject.
-Because I am a BS Biology student major in Botany.
-Because it gives us information about the topic.
-Because I am a Botany major and the information made me more curious about the plants.
-Because we are biology students and we can/may encounter those kinds of species during our study .
-They are most useful for what I study in class. The study of plants really suits my course. It helps me to know
more about plants.
-All of them are helpful in classes as a biology student but the boxes I chose are the ones that I am moreinterested in. [Lake Lanao fishes, Shell and Lithlogical map of Mindanao]-These boxes don’t directly help me in my studies for class but they somehow help me rationalize the significanceof my subjects.
-Because I’m currently raking up ornithology.

085

-As a zoology major, boxes pertaining to animals would help me the most.
-I am a zoology major. These boxes help in our study of different wildlife.
-I am taking up ornithology this semester.
-It can help us identify birds if we encounter them during field sampling.
-We will be studying about the anatomy of animals, including birds.
-To learn more about them.
-It can add to my knowledge about birds.
-Because I’m curious and I think it would be amazing. More information on the crocodile would be nice.
-Because these two really help in the subjects we major in. [Mount Apo volcano and Rock specimens]-Because this is part of our studies in general.
-Related to our studies.
-I liked the specimens of the fishes and rocks.
-To enhance our knowledge to the natural resources.
-Because I have an Industrial Micro Bio Class.
High school students:-Because it can tell us what types of minerals are found in Mindanao.
-All the boxes helped us learn more about the field of science.
-It gave me the idea that the Rafflesia is the biggest flower in the world. The crocodile’s head made me realize thatit cannot turn its body from side to side.
-To know the different animals in Mindanao.
-Helped us understand the characteristics of the Rafflesia, a crocodile and shells.
-Because as a student you must learn biology.
-Because I have learned where did these specimens come from.
-It’s nice to acquire more knowledge.
-It helps in our studies.
-Gives information.
-Gives knowledge about our studies in biology class.
-Because it is part of our lesson and it tells me that there is diversity here in Mindanao.
-In the future (college) I will take up Animal and Crop Science, so the exhibit was helpful to me.
-I shaded six boxes because I think they are helpful, especially the letter H [Lithological Map of Mindanao] since
we should know what places will be affected in an earthquake.
-It gives me an idea of what things there are in a museum.
-I was really fascinated by the new things I’ve learned, especially about the pitcher plants.
-Helps us in our science class.
-All the boxes helped me in my studies, especially in science as it showed me what I have learned from books in person.
-All the boxes helped me learn a lot.
-I have learned much about how things work and where are they located. This knowledge can be used when I
move up a grade.
-These may help me in the future.
-Lets me know where the faults are in Mindanao.
-Currently our lessons are about phylum, kingdom, class and species.
-It helps us in our quiz. It also helps us learn about things around us.
-It makes us learn more about our place.
-It could help in class if we had an identification quiz. I could identify whether it is a plant or an animal.
-Because it gives us an idea about the things that are included in the topics of our class discussion.
-It helps us identify the type of land we step on.
-To know the body structures of the birds.
-It is interesting.
-As a child, I had many questions about shells.
-Because we have lessons about rocks.
-It helps us in our subjects and is also related to our lesson.
-This helps in our study of biology.
-It shows us what they look like.

-To know more.
-I find maps and animal bones pretty.
-It is related to our lesson.
-Because it gave me knowledge about birds.
-It helps us choose our career path in the future.
-Because there were many shells that we didn’t know about before.
-Because I like seeing the different kinds of birds.
-Gives information on what salt-water crocodiles look like.
-It taught me ideas I did not know about.
-It helps us in our lessons.
-It helps us in our lessons and taught me the scientific names of the Rafflesia and pitcher plant.
-It is a part of our lesson.
-I learned new things, for example, about the fishes in lake Lanao.
-It helps expand my knowledge on plants and animals.
-It helped in boosting my curiosity.
-It helps us in our lessons.
-It helps in my lesson.
-Helps us in our studies, helps us discover things.
-Help us in studying.
-Biology Studies.
-We are required to study the genes of the fishes.
-They are part of our discussion.
-Required.
-It helps us in our studies of biology to be able to identify which kingdom the different plants and animal belong to,
as well as to learn about anatomy.
-Because that’s our lesson in class.
-Because it fits our subject which is biology.
-Because it help us gain more knowledge about.
-Because it helps in our studies.
-We gain more knowledge about them.
-They really do exist.
-For our class.
-We learn about these facts.
-Can help in studying.
-It’s quite amazing.
-For our class.
Q1-b. If you answered “Inspire our curiosity in general” to Q1, please specify the box that you thinkinspire your curiosity most. Please also state the reason for your choice.
Rafflesia (large flower)
Pitcher plant
Crocodile head
Bird legs and wings
Birds (full bodies)
Lake Lanao fishes
Shell
Lithological map of Mindanao
Mount Apo volcano
Rock specimens
None

University (N) High school (N)
99
60
80
49
53
51
71
42
76
51
56
42
62
43
56
45
43
39
58
47
6
13

*Multiple answers.

087

Q1-b. Reasons

University students:-I am just curious about what each organism is made of.
-It just fascinates me how million years of evolution ends up as this plant that smells like a corpse.
-Because of their appearance.
-To know the nature of the land formation that has occurred.
-Curious of how these things look like in person.
-Inspired me and gave me knowledge.
-It widens one’s knowledge.
-It enhances the knowledge of the student.
-The structures amaze me and inspire me to discover more.
-It is very enticing.
-It’s unique.
-These things inspired my curiosity mostly because I never knew there were beautiful things here in Mindanao.
-I was interested in learning about the crocodile. I had already known that the biggest crocodile was found in thePhilippines, so I most specifically wanted to learn about their size.
-Because it tells the form and function of birds.
-Because the Rafflesia is a unique flower.
-I was amazed by how the volcano changed through time.
-The birds are quite fascinating.
-It amazed me to know about the different specimens that can be found in Mindanao.
-These topics always make me curious.
-Interesting.
-They are so rare and they are not just replicas.
-The Rafflesia is the largest flower in the Philippines.
-Lithological map – very unique.
-I had never seen one before.
-Because I haven’t seen any of it in person. It gives me proof that it exists.
-It helped me learn more about the island of Mindanao.
-For food and source of living.
-Botany and zoology.
-Different colors of rocks.
-Because I’m interested in oceanic species found.
-Because I’ve learned new things about them.
-It amazed me.
-Specimens. We don’t usually encounter them so they were interesting.
-Because everything about nature makes me curious, especially those organisms that we don’t usually see.
-Not familiar with birds.
-To acquire more knowledge about Mindanao.
-Rare.
-Shows the diversity of flora and fauna here in Mindanao.
-It is interesting.
-It enhances the knowledge of the students.
-The boxes inspired me to acquire knowledge on the natural history of Mindanao.
-To know the nature of the deformation that has occurred.
-It just fascinates me how million years of evolution ends up as a plant that smells like a corpse. I’m wondering
what the other undiscovered plants are.
-It fascinates me.
-I am into plants and exotic birds.
-Yes, it inspired me because Mindanao is where I came from.
-Interesting.
-Because they are amazing.
-Mobile Museum Boxes showed me information I had not known before.

-It showed me that Mount Apo is a unique mountain that would be interesting to research and visit.
-It gives us new knowledge, for instance, about the pitcher plant. I learned that if this plant is present in one area,that means that the soil where it resides is not fertile.
-I haven’t seen one.
-The lithological map is very unique.
-Amazing.
-It is interesting and I never thought Mindanao had so much beautiful resources.
-It fulfilled my curiosity and now I can share the knowledge that I gained to my friends.
-Because they are rare and not just replicas.
-Interesting.
-These topics always make me curious.
-It amazed me knowing the different specimen found in Mindanao.
-I was amazed by how the volcano changed through time.
-I was interested in learning about the crocodile. I had already known that the biggest crocodile was found in thePhilippines, so I most specifically wanted to learn about the sizes. I was also interested in the lithological map ofMindanao, as well as in the types of birds and how to preserve them.
-Because it tells us about the form and function of birds.
-Because the Rafflesia is a unique flower.
-It’s quite fascinating how birds have different feather patterns. Also, it inspires me to make art.
-Because I never knew it existed in Mindanao.
-The specimens were very interesting and amazing.
-I have heard of the Rafflesia before when I was a kid and though it was just a miniature replica, seeing it in reallife made me happy. The same goes for the pitcher plant. Looking at different types of shells is also fascinating.
-It really helped me on appreciate the plants and animals which can only be found in my homeland.
-It amazes me a lot. And also, they prove that God is an intelligent designer of the world.
-It really inspires me and gives me knowledge.
-Rare.
-I love seeing it.
-It gives me more information.
-It’s my first time seeing some of them.
-Because they’re all interesting and amazing.
-They look amazing.
-Though I’m studying Civil Engineering, I am enthused by the plants and animals of the exhibit. They are rare and
I am thankful for the opportunity to see and learn about them.
-I want to know how they are found.
-It’s nice to know that rocks vary in one continent.
-Because I want to know more about the things I’ve checked.
-I want to see a real Rafflesia.
-I want to know how large the largest flower is. I also want to know how it looks like up close.
-I choose them because I am a curious person and they are really nice and new to me.
-I’m curious how shells are made.
-I find it amazing.
-New information is always welcome.
-The varying weights of the specimens are obvious from the display. It is interesting to see the different
compositions of rocks and correlate it with their weights.
-They all caught my attention as a biology student majoring in zoology.
-Fascination.
-Because I used to collect shells.
-Because they are real.
-The specimens are very tangible representations of all the things I’ve learned on paper.
-I really like looking at rocks that shine.
-Because we study more about geologic features in the field.
-Rock specimens are closely related to the field I envision myself to be in the future.

089

-It gave me an overview of the geologic history of Mindanao.
-We had discussed different types of rock in our GS III subject.
-Related to my studies.
-Because it inspires my curiosity about those rare flowers that are often seen to be special here in Mindanao. The
rock specimens are also interesting.
-It inspires our curiosity in general because we are able to see the pitcher plant.
-It inspires our curiosity in general because we are able to see the Rafflesia in person. I actually just saw it on TV
yesterday and it made me curious, but now I’ve managed to see it.
-Because there are many of rocks we don’t know about that can be found in Mindanao.
-Because some of these birds are not often seen in the city while the others are rare.
-It inspires me to study more about biology.
-It’s awesome.
-I really admire them.
-I thought pitcher plants only exist outside the Philippines but now I know that they also exist here in Mindanao’s
forests.
-To know about curiosity in general.
-We should take care of our natural resources to help protect them and secure our future.
-Knowing the local names of specimens.
-It’s my first time seeing it in person and I want to learn more about it because of its unique shape.
-The Rafflesia is attractive, and the shells are very cute and colorful.
-It inspires my curiosity mostly as I love discovering new things.
-I love plants.
-It helps me to be more knowledgeable about the earth.
-I love them.
-We haven’t seen this organism before.
-We discovered many new things through the new mobile museum boxes.
-It inspired my curiosity because I’ve never been there and to read something about it somehow gives me
information.
-I’m curious about how the bodies are preserved.
-They’re very unique.
-Because it is the biggest flower.
-Because I’ve always loved animals and their behaviors.
-God’s creations really inspire my curiosity.
-I’m curious about them.
-I want to discover something about them.
High school students:-I discovered that there are many things that exist.
-It inspired me to study harder and to take good care of all the species that we have here in the Philippines.
-Because it gives me idea what kind of habitats they live in.
-Because our teacher told us that when we reach college, we have to memorize the types of shells.
-To know their location and identify their class.
-Because I rarely see them.
-Because these things help me to expand my knowledge.
-Because they are endangered.
-Because it helps me in my study of biology.
-Because I didn’t know that birds can be preserved.
-I was curious about the exhibits because they are endangered and well-known in our place.
-Because it is fun to know more about what’s inside these boxes.
-To be more knowledgeable.
-The replica made me curious and then they told me what it was and then I was fascinated.
-Stirs my curiosity.
-Because I learned new lessons.
-Because it was so cool. I just learned that there’s a plant that is carnivorous.
-XU’s staff’s explanation gave me new knowledge and satisfied my curiosity.

-Informative.
-It stimulated my curiosity.
-It piqued my curiosity.
-Because it helped me learn about the kind of rocks found in certain parts of Mindanao.
-All the boxes helped and inspired me in my studies, and my curiosity was answered by the boxes. My science
grades would probably increase because of the knowledge I acquired.
-You don’t see exhibits of Mt. Apo in museums that often.
-Because I want to learn more about it.
-There are many rock formations in our country.
-It is interesting.
-I was amazed.
-Because it is my first time seeing those animals.
-Because I love fish.
-It is beautiful.
-I find maps pretty and animal bones.
-They are really good.
-Nice flower.
-It is related to our lesson and I’m really interested in it.
-They are beautiful.
-They gave me more information and piqued my curiosity.
-Because it’s my first time seeing it.
-I’m curious about the plants and animals found in Mindanao.
-Stimulates my curiosity.
-I became curious about these animals and plants.
-It gives me more knowledge about birds.
-I’m curious about birds and I want to see them close up.
-I like birds.
-I want to learn more about them.
-It inspires my curiosity these things are rare and I’m really interested in them.
-Nice.
-Biggest flower species.
-Because I’m willing to learn more.
-Because I want to know a lot about rocks specimens.
-Never saw them up-close.
-Discovering new things about animals/plants and anatomy.
-Because it helps us to learn more about things we are curious about.
-Because these things are somehow new to me.
-I like studying anatomy.
-I love plants.
-Because I’m really curious to see all the non-living things.
-I am interested to know all the part of Mindanao.
-It’s real.
-Inspires our curiosity in general.
-The lithological map of Mindanao inspired me because it showed me where each place is in Mindanao.
Q2. If a new Mobile Museum Box is to be created, what type of material would you like to see in it?

University students:
Reptiles / Marine species / More on plants / More about plants / Pre-historic animals / Soil / Probably more on
marine life / More invertebrates / Plants / Other exotic or poisonous animals like frogs, snakes, amphibians andmore / Unfamiliar samples of plants and animals / Dinosaur / Fossils / Insects that we often see in the city / real
Rafflesia, head of Lolong / Marine animals / Human body / Sea creatures / More of exotic plants / More on plants,
different species of plants / Insects and arachnids / Endangered plants and animals / Meteorites / Rareanimals / Asteroids and similar things / Different sea creatures / More flowers / More specimens that are only
found in Mindanao and also things that are not commonly seen by people / Any rare or exotic animals / Preserved
living091

things / Different types of rock specimen / Invertebrates / Internal organs of animals / Preserved hamster / Beetles/ Endemic creatures in the Philippines / Caveman skeleton / Gems / Can be a leaf of the trees / Soil / Preserved
extinct animals / Snake and lions / Anything about space / Dinosaurs /More plants / Historical artifacts / Dinosaurs,
snake / Ape / Whales, snake, giant, and octopus / Gems / Butterflies / Fishes / Snakes, insect, gemstone /Precious rocks / Human organs / Astronomy- related material / Fishes / Mushrooms / More real animals and plants/ Mt. Apo is kind of big / Human anatomy / Fossils of dinosaurs and rare animals / More on carnivorous animals
and insects / Animals that live on deserted islands / Farm animals / New minerals, flowers and shells / More fossilsof endemic flora and fauna / Reptiles and insects / Cadavers / Insects and arachnids / More kinds of plants /Exotic plants / Marine specimens / Snakes / Turtles and other marine animals / Real Rafflesia, head of Lolong (thelargest saltwater crocodile in the world) / Insects / Dinosaur fossil / Rare animals and plants / Poisonous plants /More kinds of plants / More invertebrates and arachnids / More marine species / Trees and its composition anduniqueness from other organisms / Pre-historic animals / More plants / Marine specimens / Reptiles / In glass/ Snake / Rare kinds of fishes / Dinosaur / Snakes / History / An artificial bones of an ancient being that can befound in Mindanao, for example, human being / Gems / Trees / Cave man skeleton / Endemic creature in thePhilippines / More aquatic animals like sharks, jellyfish / Human anatomy / Dinosaur / Beetles / Real Rafflesia
flower / I want to see real specimens because replicas don’t satisfy my curiosity / Preserved turtles and hamsters/ Internal organs of animals / Invertebrates / Different type of rocks / Any rare or exotic things or animals / Moreendemic species found in Mindanao / Asteroid and similar stuff / Meteorites / Rare animals and insects / Moreflowers / Different marine specimen / Organisms under the sea / Fossils of ancient organisms / Mummified
remains of ancient Filipino natives / I like looking at shells and flowers, so that would be the things I’d like to see /A replica of the customs of the Lumad people / I’d like to see rare specimens found in seawater / Species that arefound in the deepest corner of the sea / Types of worms found in the human body / Original text of the Bible, not
yet translated / Amphibians and reptiles especially snake / Nocturnal animals like bats and owls / Real Rafflesia
and other animals / I would like to see remains of specimens that are already instinct or endangered species / A
skeleton flower if there is one and all unique-looking plants / Types of amphibians, and other marine species thatcannot be seen always, ex. anatomy of angler fish / Types of marine species that are seldom to be seen / Classesof starfishes / Animal that belong to the group Mammalia, including anatomies of different species, especiallyhumans / I would love to see material depicting ethnic tribe culture, e.g. their clothing, colors, pattern, instruments,
music, weapons, and basically everything about Mindanao Muslim and Lumad culture / More plants and animals(those which are not artificial) / I want the artificial specimens to have movements / Real exotic flowers, exotic
animals and historical things / Real Rafflesia / Human fetus / Electronic machineries / Different kinds of stones/ Fossil remains of domestic animals / More specimens of flowers, reptiles and mammals / A reptile box would
be nice / Flowers and mammals / Bats / Other endangered species in Mindanao / Venus fly trap or other plant
specimen / A mobile museum box about stars or planets / Anatomy of human body / Real Rafflesia, samples on
precious metals / Sample of mountain stratography / Form rock specimen (I think ore samples would also be great)/ Ore samples collected from various parts of the country / All types of rocks / Diverse specimen / Parts of thebody, especially heart / Parasites, arachnids / More about exotic plants in the Philippines / Reptiles, more animals,
flowers etc. / Bones of dinosaur / Human skeleton / Mammoth / Giant squad / Visual 3D’s / Endemic species foundin the Philippines / Tiger bones / Human skull / Different types of flowers / I would like to see different types ofmammals being presented / Dinosaur tooth / I want to see more and more, like rare plants / I want to see anythingthat is not too common to everyone and their unique characteristics / I would like to see different kinds of bonsai /Unusual specimen / Gold, and other minerals / More marine specimen / Something exotic / Planets and its moon
/ Unique beautiful flowers / Snakes / I would like to see varieties of animal fossils / Historic remains of stories ofthe past so that people will not only look at the objects displayed but also read about it / Anything about dinosaurs,
Neanderthals, the stone age / Historical artifacts / Snakes / Lots of marine animals / skull of a Neanderthal /Kangaroo / Insects / Whale / Shark / Monarch butterfly / Rare minerals / Another species of them / Microorganism/ Wild orchids / I’d like to see some skeleton of rare animals / Python / Tiger / Bones of human / Dinosaurs / Moreplants / Plants / Bones of hippo / Dolphin bones / T-rex / Dinosaurs

here in Mindanao / Dinosaur bones / Dinosaur bones and its physiology / Dinosaur and human bones / Sharks/ Dinosaur / Dinosaur bones / Newly discovered and endangered specimens / Ancient artifacts / Butterflies /Dinosaur bones if possible / Replica of a dinosaur / I would like to see rare, peculiar and different things that would
amaze me because I think it would be better if you surprise others with what you have in your mobile museum box/ Anything that can help us specially animals / Rare things like rattlesnakes / Heads of the cat family / Types of
poisonous or deadly plants / Types of unknown species or rare species / Kinds of plants or flowers / Technologicalstuff / Rare or extinct animals and plants / Different breed of dogs / More uncommon animals / Dinosaur / Mermaid/ Human bones / Rocks from other planet / Human skull / Snakes / I would like to see snakes / Another typesof species in Mindanao / Extinct animal replicas / Fossils / Spiders and snakes / Plants / Snake and lion head /Snake / Creatures that look like they’re from a myth or a legend / Snake / Types of crab / More flowers / Different
kinds of plants / Rare plants, animals and other minerals / Bats / Preserved famous snake / I would like to see
the bones of human / I want to see a panda / Dinosaurs / Jellyfish / Jellyfish / Dinosaurs / Rare plants, and extinct
animals / Rare animals / Dinosaurs / Wild animals, rare plants, dinosaurs / Saber-toothed tiger / Rare plants
and animals / Venus fly trap / Diamond / Stars / Dinosaurs / Eggs from different birds, reptiles, and amphibians /Human body (full) / Human body / More variety of uncommon species, or possible a live specimen / Human body
/ Rocks from other planet / Extinct species / Pandas, because they’re so cute / A live animal / I would like to see a
panda / Snakes, because I want to discover more about them / Some bones or remains of the other animals andplankton / Plankton and any rare animals or extinct / Wild animals, rare plants, and real Rafflesia / Real Rafflesia
and fishes, and rare plants / Wild animals, Rafflesia and rare plants / Dinosaurs fossils / The rare one especiallyplants and animals / Anything that can be preserved / Jaguar / Real Rafflesia / Rare plants / Aquatic animals /Shark skeleton / Dinosaur teeth / Dinosaurs or rocks from other planets / Wild animals / Penguin / Shells / I would
like to see more of the structure of human and animal bones / Human parts / Skeleton of an elephant / Skeletonof snakes / I’d like to see some skeletons of rare animals / Bleeding heart bird / Endemic in our country / Fishes /Snakes / Artifacts from ancient civilization / Different kinds of animals, for example, snakes, birds, and many more
/ I would like to see different types of gems / Bones of the dinosaur / Different kinds of snakes, stones and gems /Pre-historic machines and guns / Dinosaur bones / Ancient artifacts, real human bones / Baby sharks / The map ofMindanao, the birds, and the crocodile head / If it would be interesting if there would be more plant fossils / Insects/ Different kinds of butterfly / Ancient artifacts / Different kinds of insects, arthropods / Kinds of butterfly / Kinds ofsnakes / Octopus / More mammals, reptiles, protist, and bacteria / Some fossils of great animals that lived about amillion years ago / I want to see some animals that is moving and some landforms that are moving like volcanoes
erupting / I would like to see some rare specimens in Mindanao / Human body & parts / I would like to see humanbodies and animal brain / Venomous plants / I want to see a lion from another country / I want to see a wolf head,penguin and also an electric eel / I would like to see more plant exhibits / Human body / Whale / More plants / I
would like to see endangered species / Fishes / Endangered species / Human brain / Body organs / Big snakes / I
would like to see the bones of a frog / I want to see an electric eel / I want to see the electric eel and wolf’s head /Starfish / Real human bones / Minerals found in Mindanao / Different kinds of animals, for example, snakes, birds,
and many more / I would like to see different types of gems / Bones of the dinosaurs / Different kinds of snakes,
stones and gems / Prehistoric machines and guns / Dinosaur bones
Q3. How often do you visit museums in general?
Almost neverOnce in a few years
About once a year
A few times a year or more
No answer
Total

University (N)
73
78
55
112
6
324

High school (N)
55
69
38
57
8
227

High school students:
Amphibians and reptiles / Dinosaur / Preserved sharks / Dinosaurs / Preserved endangered animals and plants/ Different kinds of animals / Rare butterflies / Uncommon plants, insects and animals / Preserved endangered
species / Different kinds of plants, flowers and animals that are endemic in Mindanao / Different kinds of crocodile
bone, amphibians, reptiles and mammals / Historical creatures in Cagayan de Oro City / Different kinds of exotic
animals and plants / Bones of human ancestors / Types of minerals, artifacts and ancestral bones of humans

093

ASSOCIATE MUSEUMS AND BASIC
LITERATURE
National Museum of the Philippines
Luisito T. Evangelista

The National Museum, a Trust of the Government,

through the census, study, and declaration of

our national hero, Dr. Jose Rizal.

mandated to preserve various permanentof archaeological exploration, excavation, or

Anthropology exhibits several important

anthropological, archaeological and visual artistry

was further strengthened by the National Cultural

Anthropology Divisions. It includes the tablet

the Filipino people and the natural history of theWith its new powers, it was able to strengthen

as “Baybayin,” underwater collections, pottery,

The National Museum manages andstructures, and sites of historical and cultural

showcasing Filipino culture. It also shows theareas of cultural heritage (fine arts, anthropology

It is commissioned to establish,

in the Tabon Cave Complex of Palawan, said tozoology, geology, and paleontology), andregional museums in key locations around the

The National Museum of Natural

biodiversity, geological history, human origins,comprises of the following, namely: National

2016, will have 13 galleries featuring the diversity

and underwater cultural heritage, ethnology, art

Anthropology, National Museum of Natural History

in ancient times. Each gallery will be equipped

cultural properties. The findings of these scientificin Rizal Park. Currently, the National Museum

and will challenge viewers to think about concepts

understandable and practical forms throughmuseums throughout the archipelago, including

environment. Among the collections to be shown

general public.

country.

saltwater crocodile, “Lolong,” the world's second

preservation and promotion was recognized as

Arts showcases different masterpieces doneammonite collections from Catanduanes.

national development. It was revitalized in 1966

Guillermo Tolentino, Fernando Amorsolo, Jose

presents educational and entertaining shows

Republic Act No. 4846, or the Cultural Properties

Victorio Edades and many others. It also is

ethnographic paintings related to astronomy,

museum as the lead agency in the protection andFelix Hidalgo’s “The Assasination of Governor

astronauts, as well as an exhibit on the different

The National Museum ofis an educational, scientific and cultural institution

such properties and the monitoring and regulation

national collections featuring the ethnographic,

diggings in historical or archaeological sites. It

co l l e cti o n s d o n e b y th e Ar ch a e o l o g y a n d

representative of the unique cultural heritage of

Heritage Act of 2009 (Republic Act No. 10066).

containing the ancient Philippine scripts known

Philippines.

its cultural mandate by declaring properties,

weaving paraphernalias and other objects

develops the national reference collections in thevalue to the nation.

Manunggul Jar, a pre-historic burial jar excavatedand archaeology) and natural history (botany,

manage and develop museums as well as

be used between 890 to 710 BC.

carries out permanent research programs incountry. The National Museum Complex in Manila

History, scheduled for opening by the end of

pre-historical and historical archaeology, maritime

Museum of Fine Arts, National Museum ofof the Philippines' islands, its inhabitants, and life

history, as well as moveable and immoveable

and the National Museum Planetarium locatedwith modern facilities as well as interactive kiosks,

and technical knowledge are spread in more

network extends to 19 regional branch and site

and their role in advocating sustainable natural

lectures, exhibitions and publications for theregional museums in key locations around theare the Philippine eagle, the world's largest

T h e m u s e u m ’s r o l e i n c u l t u r a l

The National Museum of Finelargest flower, Rafflesia schadenbergiana, and
The National Museum Planetarium

a contribution to the government’s desire forby National Artists, including Carlos Francisco,when President Ferdinand Marcos signed theJoya, Napoleon Abueva, Vicente Manansala,on astronomy and the night sky. There are

and Protection Act. The law designated thethe custodian of Juan Luna’s “Spoliarium,”

replicas of the equipment and materials used bypreservation of the nation’s cultural properties

Bustamante,” and other masterpieces done byplanets.

095

MSU-IIT Natural Science Museum
Emerito B. Batara

The Mindanao State University-Iligan Institute of

It specifically aims to encourage the preservation,collections, bringing to life real images of theof 1982, the Natural Science Museum reaped

is a unit under the Office of the Dean of thecollections and associated data for education,organisms.

supported by the School of Science andfeatures of the different botanical and zoologicalphysical improvements that were financially

Later, an agreement was madeMathematics, headed by Dr. Remigio G. Tee, whoTechnology (MSU-IIT) Natural Science Museum

accessibility, and responsible use of its various

College of Science and Mathematics (CSM) of theresearch and exhibition.

is tasked to ensure all the specimens collected1.

To serve as a repository of biological

Saber, the former Dean of University Researchaccording to a generally acceptable system ofarranged according to an acceptable system ofProfessor Tabaranza to collect other specimens

Tabaranza in the management of the Natural

flora and fauna (terrestrial and aquatic).

flora and fauna (terrestrial and aquatic).

collections of former museum curator and aimportant, the collection of different specimensscientific research, especially for the taxonomic

the taxonomic research of flora and fauna of the

S. Rabor, his former research staff Blas R.

neighboring places in Mindanao such as Surigao

serves a major repository of resources for use

use in research, conservation and education.

Duron from the Aga khan Museum, wereamong others. Later, Ms. Emma Pineda-Yecla

present, the museum has two display facilities

flora and fauna as well as to provide assistanceof information from the specimen to the observer.

staff. The museum gradually emerged as aarea is located at the CSM rooftop and has a vastand other local government units for scientificspecimen increased, specifically due to thevarious zoological and botanical species.

Philippine eagle and a number of ornithological,

It was in June 1981 when the MSU-

K h a n M u s e u m . D r. G l o r i a C a m a r a o t h e ncollection of specimens has been continually

collections. The marine/botanical collection isThis was initiated by Professor Blas R. Tabaranza,

and Mathematics (now College of Science andbeen very visible and has come to be known by

a wide variety of other marine and botanicaland assisted by Mrs. Josephine Pascua-Evasco

center. Because of its very limited space, at thatas a venue for their field trips. Researchers

The MSU-IIT Natural Science

chairperson of the Biology department, Dr. Gloria

room for the various specimens of insects, marine

information that enriches their knowledge about

center supportive of the institute’s mission to

President, Manaros Boransing. This endeavor

and fauna to both academic and non-academic

collection of known species. These individual

R. Tabaranza, Jr. and Mrs. Josephine Pascua-

contribution of flora and fauna to the environment.

consisted of vertebrates, invertebrates and floral

museum at that time. In the second semester

Institute. It is headed by a museum in-charge who

The museum has three objectives:

between Dr. Gloria Camarao and Dr. Mamitua

was Dean at that time.

Later in 1982, Professor Samuelare properly mounted, classified and arranged

collections properly mounted, classified andCenter of the MSU Main Campus, allowing

Ochotorena succeeded Professor Blas R.

classification and systematic order of Philippine

classification and systematic order of Philippine

from the Aga khan Museum. Eventually, the

Science Museum. As the museum was deemed2.

To serve as an active center for

member of the Zoology faculty, Dr. Dioscoro

was intensified, specifically during field work toresearch of the country’s flora and fauna. It alsocountry; and to constitute a crucial resource for

Tabaranza, Jr., and field technician Filominodel Sur, Surigao del Norte, and Camiguin Island,in research, conservation and education. At

3.

consolidated and arranged to project a good flow

and Mr. Emerito B. Batara took over as museum

and reference collections. The terrestrial display

to academic and non-academic communities

Through time, the bulk of collectedfunctional center for first-hand information about

number of collections on display including the

purposes.

mammalian, entomological and herpetological

IIT Natural Science Museum was established.

requested room 201 of the School of Science

growing. Since the year 2000, the museum has

located at the CSM rooftop (annex) and houses

former faculty member of the Biology Department,

Mathematics) to be converted into a display

students from other schools all over Mindanao

specimens.

(former staff) with the support of both the former

time the museum had looked more like a storage

also consider the museum a good source ofMuseum aims to be a teaching and learning

Camaro, and the former head of the Institute Viceand terrestrial collections than of a display center.

the world’s many organisms.

propagate, develop and teach Philippine flora

was the result of the faculty members' individual

expanded through the efforts of Professor Blas

society, especially about the importance andcollections from faculty members and students

Evasco, who had a hand in managing the

The museum is also a vital center for

To exhibit and document Philippine

additional specimen gathered from the Aga

From 1983 up to the present, theEventually, the museum’s collection

097

@Intermediatheque

The University Museum, the University of Tokyo
Ayumi Terada

The University Museum, the University ofcollections from both public and privatebuilding in the University of Tokyo, the main

TeNQ also has a real laboratory in the gallery.

university museum for research and education

3.2 million items (as of 2012) and is groupedand designated as an Important Cultural Property)

only within its buildings and outposts. Since 2006,

1966, when the University Documentation(Mineralogy, Lithology and Petrology, Mining,

The annex presently functions as a museum

museological model through its research project

UMUT’s activities do not take place

Tokyo (UMUT) was founded in 1996 as the firstsources. Today UMUT’s collection holds aboutbuilding of the Tokyo Medical School (built in 1876

in Japan. The history of UMUT goes back to

into 3 fields and 17 categories: Geosciences

was renovated to form UMUT’s Koishikawa annex.

Center for Research Materials was founded. The

Palaeontology, Geography), Biology (Botany,of architecture with a broader perspective. Itspreserve natural, cultural and historical research

Zoology, Anthropology and Prehistory, Medicine),

showcases different types of architecture of thewalls, to be viewed in its galleries. In contrast, thefor researchers; as such, it had already built a

Architecture, Archaeological Arts, History of Fine

In March 2013, Intermediatheque, acollections outside the museum and producing

university museum collection. After the Center’s

researchers specialising in various fields based atrun jointly by UMUT and Japan Post, opened

140 Mobilemuseum exhibitions have so far

Information about the UMUT

Tokyo Central Post Office. Intermediathequevenues ranging from office spaces to educational

2016, UMUT’s galleries in the main building ofa database. A few volumes of Material Reports

interdisciplinary exploration, venturing into culturalpresent the university museum’s research

have so far been published), while Ouroboros,of artistic expression. This is achieved throughand “Macrosphere” are the keywords of thematerials. The UMUT collection databasethe scientific and cultural knowledge accumulated

on innovative research on the histories andover 8,000 items added every year. Part ofin 1877. A design policy facilitating the revival

University Museum Database (UMDB).

a contemporary urban cityscape is one of the

UMUT has been trying to create a next-generation
Mobilemuseum. The traditional museum operates

Center’s objective was to collect, classify andForest Botany, Pharmacy, Zoology, Aquatic

permanent exhibition entitled “Architectonica”“inward”; its collections are kept within museum

materials in order to make them accessible

and Cultural History (Archaeology, History ofworld.

Mobilemuseum operates “outward,” bringing its

basis for the conservation and utilization of theArts, Cultural Anthropology). There are now 37

multidisciplinary museum of science and culture

new exhibitions in unconventional venues. Overreorganization as UMUT, it began also to hold

UMUT’s research department.

within the renovated historical building of the

been created, both domestically and abroad, infurther developing its research activities. In May

collection is accessible through publications andis an experimental museum dedicated to

institutions.

the Hongo campus were refurbished to publicly

are published every year (a total of 108 volumes

creation through the fusion of various means

activities from a fresh perspective. “Chronosphere”

the UMUT newsletter, introduces newly acquired

permanent and temporary exhibitions related tocurrent permanent exhibition, which focusesis continuously growing, with an average ofby the University of Tokyo since its foundation

possibilities of scientific specimens.

the database is accessible online through theof the university’s intellectual heritage within

exhibitions open to the general public, even while

Since its foundation in 1877, theUniversity of Tokyo has accumulated more than

UMUT carries out various multi-

highlights of the exhibitions.

In July 2014, TeNQ, a new space

6 million scientific specimens, half of which

dimensional educational programs for students,

includes precious historical materials that attest

programs give them direct contact with scientificbetween UMUT and Tokyo Dome Corporation.

50,000 items per year are added to theclassification and conservation of specimens and“The Exhibit of the Natural History of the Solar(e.g. overseas fieldwork) and by obtaining

In November 2001, the oldest extant

scientific information on solar system exploration.

are located in UMUT. This UMUT collection

curators and members of the public. The

museum, opened as a collaborative projectto the modernization of Japan. Approximately

specimens by allowing them to take part in theThrough its exhibition on laboratory activities,

collection as a result of active research work

the preparation of exhibitions.

System,” TeNQ serves as a treasure trove of099

Key references of the Mobile Museum Boxes Project
Akira Matsuda

Cameron, Duncan F. 1971, “The Museum, aTemple or the Forum,” Curator: The Museum
Journal 14: 11–24.
Summary of the Article

In this famous article Duncan Cameron claims
that museums are traditionally like temples,referring to the modernist idea of the museum
as a repository of objects with eternal, universal

value. Cameron then projects a new, different
idea of the museum: the museum as a forum

open for experimentation and innovation, one thatencourages people to engage in dialogue throughthe medium of objects. While Cameron argues
that the museum should be both a temple anda forum, the article is often considered to haveheralded the start of a new museological era, inwhich the museum is required to be less objectcentered and more people-centered.

Relevance of the Article to the Project

The idea of the museum as a forum inspired

the project members to consider how they could

reach out to and engage with wider audiences.

They decided to take out museum collections

to places to invite those who are not frequentmuseum visitors, especially the young, to engage

with museum materials in a friendly environment.

In this regard the Mobile Museum Boxes Project
was an attempt to break away from the traditionalmodel of the museum as a temple. It insteadsought to create a “mobile forum” utilizing
museum materials.

Weil, Stephen E. 1990. “The Proper Businessof the Museum: Ideas or Things?,” In:
Rethinking the Museum and Other Meditations.
Washington: Smithsonian Institution Press,
pp. 43–56.

Greenblatt, Stephen. 1991. “Resonance andWonder,” In: Exhibiting Cultures: The Poetics
and Politics of Museum Display, ed. Ivan
Karp and Stephen D. Lavine. Washington:
Smithsonian Institution Press, pp. 42-56.

Summary of the Article

Summary of the Article

to do that matters, but what they actually achieve.

Greenblatt talks about two different possibilities

National Toothpick Museum. Although this“wonder” in the viewer ’s mind. Resonanceof the museum – collecting, preserving, studying

objects; the viewer reflects on their meaning,nevertheless not a socially viable institution as iton the other hand, derives from the power ofsociety. Through this humorous and thought-

delight, admiration, and intimations of genius.”

today should not satisfy themselves by simply

trend of the museum world, in which resonance

an important and positive difference in the lives ofHe argues that museum display should pursue

Weil contends that it is not what museums claim

In this elegantly written article, the author

To illustrate this point, he talks about an imaginaryof museum display – evoking “resonance” andMuseum undertakes all the fundamental activities

refers to people’s cognitive engagement withand displaying various kinds of toothpicks – it isconditioned by the context of display. Wonder,

does not respond to the needs of contemporary

objects to generate in the viewer “surprise,provoking example, Weil argues that museums

Greenblatt expresses concern about a recent

being socially unique institutions, but should makeseems to be increasingly prioritized over wonder.

other people.

both resonance and wonder, and that it is often

Relevance of the Article to the Project

the second that leads to the first.

The article convinced the project members that

Relevance of the Article to the Project

traditional domain of museum activities. They

resonance and wonder, the project members

contemporary Filipino society, positively changing

scholarly work through labels, while at the sameidea of setting up an exhibition in venues not

and awe-inspiring as possible. Much attention

from such reflection.

including the selection of visually inspiring objects

the aim of their project was to move beyond the

Aiming to create exhibits that can generate both

agreed that their project had to be relevant indecided to offer textual explanation based on

the viewers’ understanding of the museum. The

time seeking to make the boxes as beautiful

conventionally associated with museums arose

was paid to aesthetic details of the exhibits,
for display; the color coding of the boxes andassociated equipment; the lighting and the layoutof objects. In general, the viewers seemed tobe drawn first to the visual attractiveness of thedisplayed objects, and then read labels to learn
about each exhibit, which suggests that the

Mobile Museum Boxes generated first wonder,
then resonance, as Greenblatt argues.

Merriman, Nick. 1991. Beyond the Glass
Case: The Past, the Heritage and the Public
in Britain. Leicester and New York: Leicester
University Press.
Summary of the Book

This books shows and analyzes results of anationwide survey carried out in Britain by theauthor, measuring the public use of and attitudes

towards the past and museums. Drawing on

Pierre Bourdieu’s theory of habitus and cultural

capital, Merriman claims that people’s attitudes
to museums have the strongest influence on theirvisit to museums, and that cultural influences andsocial status are important factors shaping thoseattitudes. He contends that the idea that museum

visiting is a result of a free choice taken by theindividual’s wishes and needs is misrecognition.

According to him, museum visiting is emblematicof “distinction,” in that it is recognised as acultured activity in which only certain sections of

the population participate, while others exclude
themselves through their lack of familiarity withmuseum culture. This mechanism of “distinction”
is reproduced through the function of habitus ofindividuals in different social classes.

101Relevance of the Book to the Project

The book drew our awareness to the need totackle socio-cultural barriers to museum visitingin the Philippines. The members thought thatthe image of the museum as an authoritative,

privileged institution was one of the mostimportant factors deterring people from visiting

museums. It was decided that the Mobile
Museum Boxes should be easily accessible, both
physically and intellectually, to a wide range ofaudiences, including those who do not normally
visit museums.

McLean, Kathleen. 1993. “Labels: The
Exhibition Storytellers,” In: Planning for
People in Museum Exhibitions. Washington:
Association of Science-Technology Centers,
pp. 103-114.
Summary of the Article

This article is a succinct practical guide to themaking of exhibition labels. Written in plain
language, it clearly explains the purpose of

making labels and the process of designinglabels in relation to the overall preparation of an
exhibition.

Relevance of the Article to the Project
The article helped the project members prepare
labels for the Mobile Museum Boxes effectively.

Following the article’s suggestions, the members
produced two types of labels: topic labels andobject labels. The article served as a useful guidefor deciding details of label design – from layout tofont types and sizes, text length and the clarity oflanguage used.

103