Application
This unit applies to concept artists, games designers, games programmers, animators and other personnel working in the game development industry.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Develop or source story or concept | 1.1 Research ideas for animation sequence 1.2 Produce treatment of animation sequence |
2. Develop plan and determine components required for animation sequence | 2.1 Produce and work according to production plan 2.2 Develop a storyboard detailing the 3-D animation 2.3 Create concept drawings for 3-D models 2.4 Show evidence of reference material used for storyboard and concept drawings |
3. Produce animation sequence using 3-D software | 3.1 Use the production plan to create animation 3.2 Select appropriate frames per second to use for the animation 3.3 Use references to create assets 3.4 Create a 3-D animation project using 3-D modelling and animation software 3.5 Animate components of the 3-D environment to reflect planned animation sequence 3.6 Using 3-D modelling and animation software, produce high-end lighting techniques |
4. Render and finalise 3-D animation sequence | 4.1 Select appropriate resolution and aspect ratio 4.2 Employ 3-D modelling software to render the animated sequence 4.3 Review the rendered frames against the initial storyboard concept |
Required Skills
Required skills
analytical skills to:
analyse documentation and images to inform implementation of editing techniques
interpret briefs, work instructions, and technical and conceptual information
communication skills to:
check and confirm design requirements
collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists
communicate complex designs in a structured format drawn from industry standards, styles and techniques
communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members
provide practical advice, support and feedback to colleagues and management
translate design requirements into specifications
initiative and enterprise skills to exercise a high level of creative ingenuity in games design and innovation
literacy and numeracy skills to:
develop games design and technical design documents
write instructions for the normal and competent operation and testing of all games features and permutations
management skills to manage teams in order to effectively extract useful feedback
planning and organisational skills to:
appropriately refer decisions to a higher project authority for review and endorsement
delegate tasks and responsibility appropriately
establish clear roles and goals to achieve required games development outcomes
meet project deadlines
organise equipment and resources to achieve required outcomes
organise own time to meet milestones
problem-solving skills to recognise and address potential quality issues and problems at design development stage
research skills to undertake practical, technical and desktop research into editing for the 3-D environment
self-management skills to:
deliver required tasks without specific guidance
prioritise and manage own work against project plan or schedule
teamwork skills to contribute to and work in a collaborative team
learning skills to accept peer and client feedback and make improvements
technical skills to:
use correct file formats and archiving procedures
resolve basic hardware, software and other technical issues associated with video editing and production
visualise and develop concepts.
Required knowledge
digital editing and rendering processes and techniques
capabilities and constraints of digital editing and rendering software
human resources required in the process of creating games, and their respective skills and technology requirements
OHS requirements for:
ergonomics, such as lifting
electrical safety
materials handling
physical hazards
risk and critical path management
technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.
Evidence Required
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: apply a variety of strategies in creating an animation sequence using a 3-D environment develop a finalised frame of the animation in an appropriate resolution. |
Context of and specific resources for assessment | Assessment must ensure access to: computer hardware, software, games engines and file storage internet access for research purposes copyright and intellectual property legislation OHS legislation and enterprise policy appropriate learning and assessment support when required modified equipment for people with special needs. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of a completed animation in frames evaluation of work samples or simulated workplace activities observation of games document development activities evaluation of storyboard of sequence frames and design concepts evaluation of a verbal or written report on industry standard animation techniques using 3-D software. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate. Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed. Indigenous people and other people from a non-English speaking background may need additional support. In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge. |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Storyboard may include: | animatics (technical pre-visualisation) computer-generated illustrations existing comic strips, comic books and graphic novels hand-drawn illustrations illustrations or images displayed in sequence for the purpose of pre-visualising a motion picture, animation, motion graphic or interactive media sequence, including website interactivity photomatic (photographic storyboard) thumbnails. |
Appropriate frames per second may include: | 23.976 (NTSC or dslr - Digital Video or Digital TV) 24p 25p (PAL) 29.97 (NTSC) 30p 50i 50p or 60p (HDTV) 60i 72p. |
Assets may include: | 3-D models characters environments lighting shading textures UV maps. |
3-D modelling and animation software may include: | 3ds Max Blender Cinema 4D Houdini Lightwave Maya Modo XSI Z Brush. |
High-end lighting techniques may include: | ambient illumination global illumination indirect illumination refraction specular illumination sub-surface scattering. |
Resolution and aspect ratios may include: | 16:9: 854x480 1280x720 (HD 720) 1366x768 1920x1080 (HD 1080) 16:10: 320x200 1280x800 1440x900 1680x1050 1920x1200 4:3: 320x240 (QVGA) 640x480 (VGA) 768x576 (PAL) 800x600 (SVGA) 1024x768 1280x960 1400x1050 1600x1200. |
Sectors
Game development
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement but users should confirm requirements with the relevant federal, state or territory authority.