Modification History
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Release |
Comments |
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Release 1 |
This Unit first released with ICA11 Information and Communications Technology Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to create and combine 3-D components.
Application of the Unit
This unit applies to concept artists, game designers, games programmers, animators, modellers, artists and other personnel working in the game development industry.
From specific reference material and established parameters, modellers or artists are called to create moderately complex compound models with current recognised industry software applicable to the animation production process.
Licensing/Regulatory 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.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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Element |
Performance Criteria |
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Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
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1. Determine model creation requirements |
1.1 Analyse design requirements and production documentation 1.2 Select 3-D modelling software tools that best suit the type of production for which 3-D digital models are being created |
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2. Create 3-D digital models using a variety of modelling techniques |
2.1 Determine most efficient modelling methodology 2.2 Apply a variety of modelling techniques 2.3 Create 3-D digital models 2.4 Progressively refine and check integrity of models |
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3. Combine 3-D models to create a scene |
3.1 Combine 3-D models to create a scene based on design requirements 3.2 Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments if required |
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4. Render 3-D digital models using appropriate render engine |
4.1 Test rendering scene and adjust settings 4.2 Render final 3-D scene 4.3 Submit final model renders to relevant personnel |
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5. Back up work |
5.1 Make backup copies of files 5.2 Complete workplace documentation according to predetermined procedures |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- analytical skills to:
- interpret briefs, work instructions, and technical and conceptual information
- analyse documentation and images to inform implementation of game specifications
- 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 clearly using speech and text
- communicate complex designs in a structured format drawn from industry standards, styles and techniques
- communicate technical requirements related to graphics requirements 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 3-D design and innovation
- literacy and numeracy skills to develop 3-D design and technical design documents
- planning and organisational skills to:
- refer decisions to a higher project authority for review and endorsement
- balance talent, experience and budget
- delegate tasks and responsibility appropriately
- establish clear roles and goals to achieve required game 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
- technical skills to:
- use correct file formats and archiving procedures
- resolve basic hardware, software and other technical issues associated with game production
- use reference material
- use storyboard and script production.
Required knowledge
- basic knowledge of 3-D software interfaces
- anatomy and physical movement
- budgeting and scheduling considerations for game design
- capabilities and constraints of game engines
- client communication
- computer game development, including specific terminology
- current game-play hardware and software products
- environmental impact and sustainability considerations
- graph curve editor
- human resources required in the process of creating a game and their respective skills and technology requirements
- OHS requirements for:
- electrical safety
- ergonomics
- physical attributes to create effects, such as weight and anticipation
- risk and critical path management
- scheduling production components
- shading and texturing
- techniques for applying concept development skills
- techniques for applying concept visualisation skills
- time management
- transfer methodology, e.g. rotoscope, hand key and motion capture.
Evidence Guide
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.
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
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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:
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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.
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Production documentation may include: |
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3-D modelling software tools may include: |
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3-D digital models may include: |
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Modelling techniques may include: |
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Progressively refine may include: |
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Integrity may include: |
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Personnel may include: |
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Requirements may include: |
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Unit Sector(s)
Game development
