- CUFDIG303A - Produce and prepare photo images
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG303A Mapping and Delivery Guide
Produce and prepare photo images
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFDIG303A - Produce and prepare photo images |
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| Description | This unit describes the performance outcomes, skills and knowledge required to prepare photo images for integration into an interactive media sequence or product.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 | This role may be assigned to a graphic artist or, in a larger project, to a photographer who works closely with a programmer or interactive media author to publish required images.The photography ranges from digital still composition to panoramas for the production of virtual worlds. Photo images can include landscapes, objects and portraits.Specialist skills associated with photography are covered in:CUVPHI06A Plan and carry out image capture in response to a brief. | ||
| 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 - digital content and imaging | ||
| 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: Use scanner to capture photo images |
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| Element: Use digital camera to create photo images |
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| Element: Edit photo images |
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| Element: Prepare photo image assets |
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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: ability to use digital imaging software to prepare high quality photo images that satisfy the requirements of a range of briefs efficient operation of a scanner and digital camera to capture images. |
Context of and specific resources for assessment | Assessment must ensure: access to a range of resources and equipment currently used by industry, including: flatbed scanner digital camera industry-standard graphics software 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 photo images prepared by the candidate on a number of occasions practical demonstration by the candidate of scanner and digital camera operation written or oral questioning to test knowledge of file formats and OHS issues. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components. |
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 skills sufficient to: interpret and clarify written or verbal instructions consult equipment operation manuals ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a scanner to reproduce photo images to specification proficiently use a digital camera to create well-composed photo images proficiently use digital imaging software to manipulate and prepare photo images manage files using standard naming conventions self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to anticipate and resolve minor equipment set-up problems |
Required knowledge |
basic photographic techniques basic principles of visual design and communication appropriate file formats for various platforms industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms OHS regarding the use of scanners, cameras and computers, and handling and disposing of lithium batteries |
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. | |
Projects may include: | e-commerce educational product game information product promotional product training product website. |
Relevant personnel may include: | client designer graphic artist interactive media author programmer, coder and technical support people supervisor web manager other specialist creative and administrative staff. |
Scanner features may include: | bit depth dynamic range optical resolution output format (e.g. RGB, greyscale or CMYK) platen size reflective or transmissive (film) range of film holders. |
Scanner settings may include: | bit depth colour or greyscale colour/target/working space crop destination dust and scratch handling (e.g. ICE, FARE) grain management (e.g. GEM) multi-sampling orientation output dimension and resolution or file size preferences/options restoration of colour (e.g. ROC) scaling sharpening source image type tones, contrast, colour cast, saturation. |
Digital camera features may include: | aperture automatic, program or manual settings batteries colour, target, working space compatibility with hardware and digital imaging software exposure compensation file format flash, fill flash lens focal lengths, such as wide angle, close-up and telephoto menu functions resolution - megapixels shutter speed size and type of memory card(s) subject modes white balance. |
Photographic techniques may include: | composition depth of field dynamic range field of view framing lighting. |
Digital imaging software may include: | a wide range of programs, e.g.: Adobe Photoshop Adobe Photoshop Elements Adobe Photoshop Lightroom Apple Aperture Corel Paint Shop Pro Corel PhotoPaint GNU Image Manipulation Program (GIMP and GIMPshop). |
Manipulating digital images may include: | appending text/type for files and captions brushing creating artistic effects cropping editing eliminating red eye emulating photographic effects image enhancement including tones, contrast, colour cast/tint, saturation masking layers retouching (i.e. cloning, rubber stamping, healing, patching) sharpening stitching (panoramic scenes) using layers for composites using pre-sets. |
Visual design principles may include: | balance emphasis movement perspective proportion scale unity. |
Communication principles may include: | communicates message conveys meaning meets audience requirements uses functional components. |
Output formats may include: | GIF JPEG PICT PNG PSD TIFF. |
Platforms may include: | CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods). |
Metadata tags may include: | author copyright notice date of capture/date created description EXIF and IPTC standards file size format headline/caption keywords/subject location/GPS coordinates resolution rights usage terms roll/identifier # subject time title version. |
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 |
|---|---|---|---|
| Source and select appropriate photographic images according to requirements of photographic project brief | |||
| Discuss selection of images with relevant personnel | |||
| Assess scanner features to ensure that outcomes will meet the requirements of brief | |||
| Operate scanner according to manufacturer specifications | |||
| Select scanner settings to ensure image capture meets production requirements | |||
| Transfer and store photographic image files to a computer using standard naming conventions | |||
| Discuss photographic project brief with relevant personnel | |||
| Assess digital camera features to ensure that outcomes will meet the requirements of brief | |||
| Plan camera shots taking into account lighting, framing, composition and other photographic techniques | |||
| Load and operate digital camera according to manufacturer specifications | |||
| Consider digital camera focus, exposure and shutter speed to ensure image capture meets production requirements | |||
| Check photographic images for fitness of purpose to comply with brief | |||
| Transfer and store photographic image files to a computer using standard naming conventions | |||
| Load digital imaging software and import photo image source files | |||
| Manipulate and save digital images using designated digital imaging software | |||
| Create photo images that incorporate visual design and communication principles using designated digital imaging software | |||
| Evaluate the outcome for visual impact, effectiveness and fitness for purpose | |||
| Confirm outcome with relevant personnel | |||
| Save files in appropriate output format to meet platform requirements | |||
| Assign metadata tags if required | |||
| Group files logically in a folder system using standard naming conventions | |||
| Store files in share drive or repository for production team access |
Forms
Assessment Cover Sheet
CUFDIG303A - Produce and prepare photo images
Assessment task 1: [title]
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Result: Competent Not yet competent
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Assessment Record Sheet
CUFDIG303A - Produce and prepare photo images
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Student ID:
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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