- CUFANM502A - Create 3D digital environments
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: May 2024
Qualification | - |
Unit of Competency | CUFANM502A - Create 3D digital environments |
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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. |
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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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Clarify work requirements |
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Element: Create 3D digital environments |
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Element: Finalise projects |
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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.
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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 |
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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]
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Result: Competent Not yet competent
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Assessment Record Sheet
CUFANM502A - Create 3D digital environments
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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