| Summary: | The purpose of this study was to discover and explore issues relating to the inclusion and
exclusion of 'pervasive' and / or 'invisible' imagery in three secondary art teachers' visual
arts programs. The term 'pervasive' refers to visual forms that are prevalent in popular
culture. The term 'invisible' refers to visual forms that are not commonly addressed in
visual arts programs. Many of the images in both categories attend to such themes as
violence, racism, sexism, death, war, and disease — subjects which individuals may consider
disturbing, controversial or sensitive.
This descriptive, qualitative study employed a case study design. The researcher conducted
audio-taped interviews with participating teachers and collected field notes in relation to inclass
activities where appropriate. Further data were collected through casual conversations
with teachers, follow-up interviews, photographs of student art work, and sample
instructional materials.
This study has indicated that the teachers' general use or non-use of pervasive and invisible
imagery is shaped by their values and purposes, and is influenced by their own and their
students' responses to specific imagery, their relationships with school administrators, other
staff members and students, their individual employment situations, and the approaches they
utilize in regards to such imagery.
As a result of the findings, avenues for further research were suggested, and implications for
the development and implementation of art instructional resources and working curriculum
models that directly address and provide successful teaching strategies relating to the
classroom use of pervasive and invisible imagery were made.
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