- CUFANM503A - Design animation and digital visual effects
Assessor Resource
CUFANM503A
Design animation and digital visual effects
Assessment tool
Version 1.0
Issue Date: April 2024
Designers who specialise in animation or visual effects apply the skills and knowledge described in this unit. They work closely with people such as directors or producers to prepare design specifications for animation or visual effects for projects, which range in scope from television commercials to aspects of feature films, an entire animated film or interactive games.
A high level of creative conceptualisation is required, along with an ability to undertake background research.
Even though designers operate at a senior level with a high degree of autonomy, the process of generating concepts and ideas is collaborative. An ability to work in a team environment and with clients is therefore essential.
Skills associated with implementing designs are covered in:
BSBDES601A Manage design realisation.
This unit describes the skills and knowledge required to design animation and digital visual effects for screen productions.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 following is essential: design specifications for animation and digital visual effects that: are well documented and clearly presented supported by appropriate research meet production requirements ability to work effectively as a member of a production team effective verbal presentation skills. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the design of animation and digital visual effects for at least two projects access to project briefs on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of designs for animation and visual effects documented by the candidate and their effectiveness in terms of meeting production requirements observation of a candidate presenting their designs to team members and explaining how it meets requirements. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDES601A Manage design realisation BSBCRT501A Originate and develop concepts. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs prepare design specifications present design ideas for discussion and feedback from team members clearly and concisely document specifications for the design of animation and digital visual effects work collaboratively with other members of a production team negotiate amendments and additions to design specifications initiative, enterprise and creativity in the context of: developing original, innovative and creative approaches to designing animation and visual effects experimenting with techniques to achieve desired visual effects extending creative boundaries for self and audience thinking laterally when developing concepts undertaking background research to inform design projects maintaining design integrity finding ways to minimise the effect of technical constraints finding creative solutions to problems identified during the process of designing animation and visual effects locating and using resources to broaden own creative experience technical skills sufficient to use standard word processing, spreadsheet and presentation software in the context of preparing design and technical specifications learning in the context of improving performance/product through self-reflection and reworking after feedback. self-management skills sufficient to: meet deadlines provide appropriate and timely documentation |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions for which animation and digital visual effects are being designed issues and challenges that arise in the context of designing animation and digital visual effects principles and techniques of animation, layout and composition screen principles principles of visual design and communication colour theory, line, dimension, depth and their application on the screen drawing techniques, including drawing to scale formats and techniques for documenting the design of animation and digital visual effects OHS standards as they relate to working for periods of time on computers intellectual property rights and copyright clearance procedures |
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. | |
Production documentation may include: | animatics brief script shot list storyboard technical specifications. |
Design projects may include | animation and/or digital visual effects for: films television productions commercials/advertisements games e-learning resources websites mobile phones promotional/informational videos/DVDs digital simulations virtual worlds. |
Factors may include: | audience/user availability of personnel availability of resources available budget complexity of project expectations of producers and/or directors intellectual property need to attract finance production schedule production values technical parameters, including: technology constraints console platform bandwidth memory/RAM HDTV timelines. |
Relevant personnel may include: | animators clients. compositors designers director director of photography head of department producer supervisor technical director writers other technical/specialist personnel. |
Research may include: | contacting historical or other special interest associations reading newspapers books and other reference material reading software manuals searching the internet talking and listening to experts watching documentary material. |
Aspects of content may include: | cultural considerations historical period style of production: comic dramatic fantasy educational/instructive informational promotional. |
Target audience characteristics may include: | computer literacy demographics, e.g.: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological. |
Techniques may include: | 2D animation 2D graphics and paint 3D models and animation compositing. |
Design specifications may include: | content inventory diagrams flow charts illustrations maps models plans resource issues sample animation elements sketches storyboards technical drawings technical specifications video clips wire frames. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| With reference to production documentation identify the scope of design projects | |||
| Identify factors that may have an impact on the design process | |||
| Participate in preliminary concept meetings to clarify understanding of design requirements | |||
| With reference to production documentation, itemise elements that need to be addressed during the design phase | |||
| Generate a range of design ideas that respond sympathetically to the brief and provide creative solutions to design issues | |||
| Assess ideas and collaborate, as required, with relevant personnel to maximise contribution of ideas to initial concepts | |||
| Continuously reflect on and appraise ideas for implications on cost, technical feasibility, and creative requirements | |||
| Research aspects of content and target audience characteristics that might influence production styles and techniques | |||
| Trial various techniques to test the suitability of their use in given design projects | |||
| Organise research and experimentation material for ease of access by relevant personnel during the design development process | |||
| Analyse and document research and experimentation findings for use during the design phase | |||
| In consultation with relevant personnel, evaluate initial concept ideas in light of research and experimentation findings and select the most appropriate approach | |||
| Ensure that agreement is reached with relevant personnel on a consistent interpretation of design and visual details | |||
| Create storyboards as required | |||
| Prepare or supervise the preparation of sample material to be included in design specifications as required | |||
| Write draft design specifications to include relevant advice to design and development teams | |||
| Discuss draft design specifications with relevant personnel to ensure that all requirements have been addressed | |||
| Present draft design specifications to relevant personnel for review | |||
| Participate in the initial and ongoing evaluation of design specifications | |||
| Negotiate and agree to additions or modifications and amend design specifications as required | |||
| Clarify the ongoing role of the designer during the production phase and in the evaluation of the final animations or digital visual effects | |||
| Review process of designing animation and digital visual effects and note areas for future improvement |
Forms
Assessment Cover Sheet
CUFANM503A - Design animation and digital visual effects
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUFANM503A - Design animation and digital visual effects
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: