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Abstract

Classroom teachers have been encouraged to incorporate more multimedia production in the classroom as a means of helping students develop critical media literacy skills. However, they have not always been well trained in how to evaluate the work students create; many teachers struggle to know which criteria to use in assessing student work. This article outlines criteria from the fields of visual and film art that can inform both assessment and instruction. These criteria include color, angles, lighting, sequencing, and transitions. Approaches to teaching these criteria are also discussed.

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