Assessor Resource

ICAGAM517A
Produce a digital animation sequence

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to concept artists, games designers, games programmers, animators and other personnel working in the game development industry.

This unit describes the performance outcomes, skills and knowledge required to produce a digital animation sequence for the 3-D and digital effects environment, involving the completion of a digital editing project.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

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 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.

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

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.

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.

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
Research ideas for animation sequence 
Produce treatment of animation sequence 
Produce and work according to production plan 
Develop a storyboard detailing the 3-D animation 
Create concept drawings for 3-D models 
Show evidence of reference material used for storyboard and concept drawings 
Use the production plan to create animation 
Select appropriate frames per second to use for the animation 
Use references to create assets 
Create a 3-D animation project using 3-D modelling and animation software 
Animate components of the 3-D environment to reflect planned animation sequence 
Using 3-D modelling and animation software, produce high-end lighting techniques 
Select appropriate resolution and aspect ratio 
Employ 3-D modelling software to render the animated sequence 
Review the rendered frames against the initial storyboard concept 

Forms

Assessment Cover Sheet

ICAGAM517A - Produce a digital animation sequence
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

ICAGAM517A - Produce a digital animation sequence

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: