BE SURE TO READ EVERYTHINGCase AssignmentImage of Jacque-Louis David’s Oath of Horatti: http://upload.wikimedia.org/wikipedia/commons/b/bb/David-Oath_of_the_Horatii-1784.jpgImage of Eugène Delacroix, Liberty Leading the People:http://www.louvre.fr/en/oeuvre-notices/july-28-liberty-leading-peopleThe Age of Enlightenment was followed by the Romantic period, an expanse of time that saw the French Revolution, the American Revolution, the rise and fall of Napoleon, major scientific advances, major loss of human life, devout faith in the doctrine of human reason, and the loss of faith in human reason and a return to the sublime right of nature and spirituality. In short, a span of time defined by massive change and inconsistency. In this case assignment, compare the Neo-Classicist painter Jacque-Louis David’s Oath of Horatti and Romanticist painter Eugène Delacroix,Liberty Leading the People, in order to examine how these artists represented these tumultuous years. Again, use the formal language of visual analysis to explore their artistic approaches. Briefly reference the two previous art styles we have studied (Renaissance and Baroque) in order to trace how these two new art styles (Neo-Classicism and Romanticism) differ or carry on the earlier traditions. Use the required course materials to help you discuss, briefly, (1) the history of Neo-Classical and Romanticist art and these two artists in particular, (2) the different approaches and beliefs in human reason and rationality, and (3) how David and Delacroix chose to convey revolution.It is important to note that this assignment is your third encounter with Art History and Art Criticism, and it is equally important that you continue to exercise your ability to visually analyze. The required course materials under “How To Write About Art: Art Criticism and Formal Analysis” will continue to aid you in developing these skills.Assignment ExpectationsHere are five keys to writing a great Case Assignment! For each Case in this course, please:Make sure you fully address the case assignment prompt- don't just describe the painting and don’t forget to ‘really look’ at the painting. Be sure to respond to the expectations stated under "Learning Outcomes" in the Syllabus.Apply ideas from the background readings to your analysis and discussion of the case assignment prompt.Write, at minimum, three to four pages, not including images or references.Include a separate cover page that includes your name, the course name, the module, and assignment name.Set your format to 1" margins on all four sides, 12-point font, double-spaced.Include a separate cover AND reference page at the end that includes every website and article on which you base your information and analysis. In the reference list, please note that a URL with no additional information is not a complete reference. Over time, link root will make any URL useless. Each reference should contain all the information a reader would need to find the source.In this Case Assignment, you will:Give an explanation of the values—influences, themes, techniques, subjects—characteristic of the period or style under study.Give some information about how the social, political, or religious history of the period influenced its art and artists.Provide biographical information about the artist whose work is assigned or (in SLP assignments) chosen for reflection.Required ReadingHistory of Neo-Classical and Romanticism (video)Annenberg Media (n.d.). Art of the Western World: An Age of Reason, An Age of Passion. Retrieved on 2/20/11 at:http://www.learner.org/vod/vod_window.html?pid=233Neo-Classicism, Jacque-Louis David, and Oath of the Horatiihttp://smarthistory.khanacademy.org/neo-classicism.htmlhttp://smarthistory.khanacademy.org/david-oath-of-the-horatii.htmlRomanticism, Eugene Delacroix, and Liberty Leading the Peoplehttp://www.louvre.fr/en/oeuvre-notices/july-28-liberty-leading-peoplehttp://smarthistory.khanacademy.org/romanticism-in-france.htmlHow To Write About Art: Art Criticism and Formal Analysishttp://www.uwgb.edu/malloyk/art_criticism_and_formal_analysi.htmhttp://ualr.edu/arthistory/index.php/home/art-history-resources/guidelines-for-analysis-of-art/http://smarthistory.khanacademy.org/skill-of-describing.html

Prompt:Look at the standardized assessment scores in reading for Emily and Sarah. Using your knowledge of informal assessments, summarize appropriate assessment plans for Sarah and Emily, using informal assessments1. Summarize your assessment plan for Sarah. (Identifying the assessment(s) - Recommended administration format-Justify your recommendations )2. Summarize your assessment plan for Emily. (Identifying the assessment(s) - Recommended administration format -Justify your recommendations)

1. With specific reference to at least one event/ scene AND at least one article examined in this course, compare and contrast the ways in which poverty is represented in Midnight Cowboy and Precious. 2.In "The Precarious Politics of Precious: A Close Reading of a Cinematic Text," Mia Mask argues that: "Like most teenagers, Precious is an unfil­tered repository of media images. She is full of the cultural contradictions of mainstream American society regarding race, gender, sexuality, and class hi­erarchies. These contradictions manifest in her thoughts, daydreams, and private fantasies" (97). With specific reference to the article, write 2-3 paragraphs  in which you discuss the disparities between Precious' real-life and her fantasy life. 3. Choose one sequence of shots/ scene from Midnight Cowboy.  Write paragraphsin which you (a) describe the mise-en-scene in this sequence or scene and (b) analyze how the mise-en-scene contributes to either character development AND/OR plot development AND/OR the development of themes evident in the film. Make sure that--at the beginning of your answer--you create a name for your chosen sequence of shots/ scene and clearly state the hour, minute, and seconds at which your chosen clip can be found: e.g. Joe First Meets Ratso 25.00m-27.40m.