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Another facet of creating a cultural identity is to reflect on the cultural rituals that are often associated with art education. The most apparent rituals include the various processes that are employed to make art.  It is important to remember that such rituals/processes are influenced by the geographical location of the school district (Oliver, 2010). Another cultural ritual attributed to art education is the physical demonstration that the art teacher must provide for students in order to teach them specific techniques. This demonstration often includes safety precautions as rituals that the students will then strictly employ to create art without hurting themselves with the tools in the making (Oliver, 2010).

 Other ritual distinctive to art education is the practice of critiquing students' art work, often done by the whole class in order to provide constructive feedback and criticism of the finished piece of art.   One final ritual that should be imperative to an art education program is class field trips to museums, galleries, and artists' studios that connect the learning of art in the school to actually viewing art in the community (The Culture of Education in the Visual Arts, 1999).

It is important to connect these cultural rituals and symbols of art education to not only show how they produce a cultural identity, but also form a sense of social solidarity among students, teachers, and communities (Oliver, 2010).

The visual arts or the graphic designs are arts that we see. It has its own language-the language of feelings, emotions and ideas without words. We could discover the world outside and inside us through visual arts. The visual artist through unspoken can communicate with us when he creates visual work of arts like painting. Paintings and works of art in general are meant to move us, especially in ways that words often can't.

Graphic designs inspired by material culture play a major role not only in academic purposes but also in health and medicare related aspect and in the community as well. It develops the intelligence and the overall personality of the students. Moreover, graphic designs inspired by material culture also provide meaningful self-expression of all students. It is used in therapy procedures for aiding child development. It assists in educating disabled children, especially those who are blind and have hearing problems. And finally, visual arts also help in building communities and mural projects. In studying graphic designs inspired by material culture, it shows that visual arts and cultural identity are related. The cultural identity is constructed through various signs and symbols that the culture attribute to art education. 

方法论——Methodology

This section of the research proposal discusses the methods to be used.  This illustrates the method of research that identifies its applicability. Likewise, the section illustrates how the research was to be implemented and how to come up with relevant findings. Moreover, this methodology part of the research underwent into several stages. In the research design, the researcher collected data from students and teachers in some Colleges in Singapore that are using material culture in their graphic design class. At the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。