Results of a case study of an exhibit of art and artifacts designed for children are presented. The focus of the study was to apply the principles of instructional-message design to the evaluation of the exhibit. The exhibit, "Art Inside Out: Exploring Art and Culture through Time," was displayed at the Art Institute of Chicago. Textual elements, identification games, videos, art-related computer games, and contextual environments were studied through: observation of visitors; interviews with the curator, staff, and visitors; and analysis of the text and components that make up the exhibit. It is suggested that museum professionals have ignored fundamental human information-processing principles having to do with perception, framing, prerequisite knowledge, short-term memory, drawing inferences, and making meaning. Recommendations are made for improving the overall educational quality of exhibits. They are as follows: new exhibits should have broad general goals, with specific behavioral objectives; evaluation should be an integral part of the development process; and artifacts and works of art in the exhibit should be chosen for their ability to convey the objectives of the exhibit. (Contains 2 references.) (SLD)