Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUFANM502A Mapping and Delivery Guide
Create 3D digital environments

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUFANM502A - Create 3D digital environments
Description This unit describes the performance outcomes, skills and knowledge required to create 3D digital environments.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application 3D environment artists working in 3D animation, games and graphics studios apply the skills and knowledge described in this unit. From reference material and established designs, they create 3D environments using the software application most appropriate to the production. 3D environments need to meet technical and design specifications, as well as being efficient, reliable and to scale.Environment artists need to appreciate what will be required of their environments in later stages of production because this can affect the work they produce. Even though environment artists at this level work with a fair degree of autonomy, they are members of a production team and must be able to take direction and communicate clearly with colleagues.3D environments are created using a range of industry-current software that is constantly evolving, so it is essential that people working in this area keep up to date with the latest software.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Visual communication - animation and digital effects
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Clarify work requirements
  • With reference to production documentation, determine requirements and purpose for 3D digital environments
  • In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met
  • Select software that best suits the type of production and delivery platform for which 3D digital environments are being created
  • Gather and analyse reference materials to help with visualisation of 3D environments
       
Element: Create 3D digital environments
  • Use software features to build a previsualisation of environments in relation to reference materials and submit to relevant personnel for approval
  • Build environment models and progressively refine models until they meet design requirements
  • Check integrity of models and ensure spatial relationship meets design requirements
  • Apply texture coordinates as required
  • Create and incorporate matte paintings as required
  • Manipulate software features to apply lighting and shaders as required
  • Experiment with different lighting rigs and select a rig that meets design requirements
  • Continuously refine all aspects of 3D digital environments until the required creative effect is achieved
  • Submit environments to relevant personnel for comment on whether production requirements have been met and make final adjustments as required
       
Element: Finalise projects
  • Render and output environments in required format and submit to relevant personnel by agreed deadlines
  • Finalise projects according to enterprise procedures, such as making back-up copies of files and completing workplace documentation
  • Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects
       


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:

creation of 3D digital environments that:

demonstrate efficient use of geometry and attention to detail

meet design requirements

collaborative approach to work

ability to meet deadlines.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of industry-current software as listed in the range statement

access to simulated or real production situations that require the creation of 3D digital environments

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 a range of 3D digital environments created by the candidate to determine ability to create different kinds of environments

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBCRT402A Collaborate in a creative process

CUFANM401A Prepare 3D digital models for production

CUVDSP11A Research and apply techniques for illustrative work

CUVVSP16A Research and experiment with techniques to produce drawings.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

interpret information in software user manuals and help features

work as a member of a production team, both independently on assignment and under direction

respond positively to constructive feedback from other team members

initiative and enterprise in the context of:

visualising and accurately creating 3D digital environments

finding creative solutions to problems identified during the process of creating 3D digital environments

locating and using resources to broaden own creative experience

technical skills sufficient to:

use appropriate software to develop 3D digital environments

create 3D digital environments in appropriate formats for required delivery platforms

manage files and directories using standard naming conventions and version control protocols

self-management and planning skills sufficient to:

prioritise work tasks

plan the creation of 3D digital environments in a logical and cohesive way

meet deadlines

seek expert assistance as required

learning in the context of improving performance/product through self-reflection and reworking after feedback

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 3D digital environments are being created

understanding of the stages in the production process from initial design through to the finished product

issues and challenges that arise in the context of creating 3D digital environments

the features of a range of delivery platforms

digital modelling techniques appropriate to the development of 3D environments

demonstrated use of scale, form, weight and volume

geometry as it applies to the creation of realistic 3D digital environments

OHS standards as they relate to working for periods of time on computers

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:

storyboard

animatics

technical specifications

creative documentation

top-down drawings/maps

concept drawings

architectural drawings.

Requirements may include:

technical specifications

design specifications

creative expectations

output format

assets for integration

timelines

collaboration with other team members.

Purpose of 3D digital environments may be for:

animations

digital simulations, e.g.:

architectural models

e-learning resource

demonstration of processes and procedures

games

film/television productions.

Relevant personnel may include:

3D modeller

matte painter

3D designer or concept artist

art director

project manager

director

producer

supervisor

technical director

head of department

storyboard artist

other technical/specialist personnel.

Software may include:

graphics, e.g.:

Photoshop

Illustrator

3D, e.g.:

3D Studio Max

Maya

Softimage.

Delivery platforms may include:

feature film

broadcast television

games

internet

CD

mobile phone

kiosk

DVD

PDA (personal digital assistant)

other digital devices.

Reference materials may include:

real environments that are to be reproduced digitally

videos

still images

books

direct observation of actions to be simulated in 3D environments

concept drawings and designs.

Progressive refinements may include:

achieving required shape

achieving required topology.

Aspects to be checked for integrity may include:

pivot points

scale of models relative to other components in final sequences

isolated vertices

double faces

resetting transform.

Aspects to be checked for spatial relationship may include:

relevant design principles, e.g.:

balance

proportion

accuracy

functionality

game-play requirements.

Lighting rigs may include:

light domes

global illumination

radiosity

standard lights.

Formats may include:

TIFF

JPEG

IFF

Quicktime

AVI

MPEG

Targa

PNG.

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, determine requirements and purpose for 3D digital environments 
In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met 
Select software that best suits the type of production and delivery platform for which 3D digital environments are being created 
Gather and analyse reference materials to help with visualisation of 3D environments 
Use software features to build a previsualisation of environments in relation to reference materials and submit to relevant personnel for approval 
Build environment models and progressively refine models until they meet design requirements 
Check integrity of models and ensure spatial relationship meets design requirements 
Apply texture coordinates as required 
Create and incorporate matte paintings as required 
Manipulate software features to apply lighting and shaders as required 
Experiment with different lighting rigs and select a rig that meets design requirements 
Continuously refine all aspects of 3D digital environments until the required creative effect is achieved 
Submit environments to relevant personnel for comment on whether production requirements have been met and make final adjustments as required 
Render and output environments in required format and submit to relevant personnel by agreed deadlines 
Finalise projects according to enterprise procedures, such as making back-up copies of files and completing workplace documentation 
Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects 

Forms

Assessment Cover Sheet

CUFANM502A - Create 3D digital environments
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

CUFANM502A - Create 3D digital environments

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: