ICAGAM526A - Create complex 3-D characters for games assessment tool

Assessor Resource

ICAGAM526A
Create complex 3-D characters for games

Assessment tool

Version 1.0
Issue Date: April 2024

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

This unit describes the performance outcomes, skills and knowledge required to create complex 3-D characters for games.

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: plan and manage the design process for creating 3-D character models incorporate design specifications and create complex 3-D character models produce and deliver documentation showing evidence of concepts creation and design decisions.
Context of and specific resources for assessment	Assessment must ensure access to: computer hardware, software, games engines and file storage 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 candidate’s work samples, such as 3-D models or simulated workplace activities written or verbal questioning to assess candidate’s knowledge of interactive 3-D environments review of: 3-D design documents concept art logbooks presentations storyboards textures.
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:

interpret briefs, work instructions, and technical and conceptual information

analyse documentation and images to inform design of environment specifications

initiative and enterprise skills to visualise and develop concepts

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

contribute to and work in a collaborative team

give and receive constructive feedback

provide practical advice, support and feedback to colleagues and management

realise a unified game-play vision

translate design requirements into specifications

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 game development outcomes

meet project deadlines

organise equipment and resources to achieve required outcomes

organise own time to meet milestones

prioritise work and meet critical milestones and deadlines

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 design requirements and software tools

learning skills to accept peer feedback and make improvements

technical skills to:

resolve basic hardware, software and other technical issues associated with game production

use correct file formats and archiving procedures.

Required knowledge

budgeting and scheduling considerations for game design

capabilities and constraints of game engines

computer game development, including specific terminology

current game-play hardware and software products

human resources required in the process of creating a game and their respective skills and technology requirements

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.

Project brief and documents may include:	concept drawings designer’s notes development environment description level design document storyboard style and design principles style and medium target market information technical design document technical design review process.
Game environments may include:	alien fantasy foreign historical naturalistic, for example: arctic desert jungle mountainous post-apocalyptic urban.
Game design may include:	background story: full motion video (FMV) sequence storyboard for potential introductory concept illustrations or graphics that enhance the comprehension of the document design for all level missions game mechanics illustrations of level with all significant points of interest introduction and overview (one page synopsis) key selling points, including intended audience, genre and platforms production details scripts required for level synopsis and scripts for each level title and cover art (art must be colour and of a reasonable resolution for high quality printing) walk through for at least one mission or level.
Level specifications may include:	level-specific components: allies base building and location cinematic, such as cut scenes colours enemies graphics health lighting non-player characters resources and their harvesting sounds and music weapons location stages transportation devices: buttons doors keys teleporters tunnels and passageways.
Game genre may include:	adventure alternative reality ancient casino cyberpunk educational edutainment fantasy first person shooter flight shooter flight simulation futuristic god simulation massively multi-player online game massively multi-player online role-playing game medieval modern multi-player post-apocalyptic puzzle racing shooter racing simulation real-time strategy role-playing game science fiction side-scrolling shooter single player sports strategy, including: action strategy turn-based strategy tactical combat.
Reference materials may include:	3-D animations 3-D movies games magazines media movies people TV shows.
Design considerations may include:	aesthetics cultural context genre resource limitations and constraints target market.
Concept art may include:	illustrations models settings sketches storyboards.
Painting, shading and texturing software may include:	3-D paint Illustrator Mudbox Photoshop Z Brush.
3-D modelling tools may include:	3ds Max Blender Cinema 4D Houdini Lightwave Maya Modo XSI Z Brush.
Shaders may include:	Art style Blinn-Phong Comic Cook-Torrance Drawn look Gouraud Lambert Oren-Nayar Phong Toon Ward anisotropic.
Personnel may include:	animators concept artists game-play designers graphic designers instructional designers modellers motion capture technicians other specialist staff other technical staff producers programmers project manager sound engineers team members technical director writers.

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
Identify design requirements based on a project brief and documents
Using the design requirements, conceptualise appropriate characters for the game environments, design, level specifications and genre
Gather and analyse reference materials to help with design and visualisation of 3-D character models
Fill in any missing requirements
Document design decisions that are made before and during the design conceptualisation
Outline the key attributes for the character
Discuss design considerations and generate concept art for 3-D characters
Identify texturing tools, including painting, shading and texturing softwareand 3-D modelling tools
Create base 3-D character models
Refine and polish the character models to a near finalised state
Create and map textures to apply to the 3-D character models
Refine the textures and apply shaders
Check integrity and modify the 3-D characters until they meet design requirements
Present model to relevant personnel
Present the finished 3-D characters to relevant personnel
5.2 State how the design decisions have met the 3-D character's design requirements

Forms

Assessment Cover Sheet

ICAGAM526A - Create complex 3-D characters for games

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

ICAGAM526A - Create complex 3-D characters for games

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:

Assessor Resource

ICAGAM526A Create complex 3-D characters for gamesAssessment tool

Version 1.0 Issue Date: April 2024

Prerequisites

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

ICAGAM526A - Create complex 3-D characters for games

Assessment task 1: [title]

Assessment Record Sheet

ICAGAM526A - Create complex 3-D characters for games

ICAGAM526A
Create complex 3-D characters for games

Assessment tool

Version 1.0
Issue Date: April 2024