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

ICAGAM408A Mapping and Delivery Guide
Use 3-D animation interface and toolsets

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency ICAGAM408A - Use 3-D animation interface and toolsets
Description This unit describes the performance outcomes, skills and knowledge required to use a 3-D package's animation interface and toolsets.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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: Locate and identify 3D application navigation controls
  • Using chosen 3-D modelling and animation software, identify a range of 3-D navigation types, including panning, zooming and rotating around the viewport
  • Identify methods of use for navigation, keyboard hot keys and input procedures to improve user performance
       
Element: Locate and identify 3D animation toolsets
  • Identify common toolsets of 3-D animation software
  • Identify and analyse 3-D application menus and specific category types
  • Use common 3-D application transformation types
  • Select and use common 3-D application-specific toolset types
       
Element: Select and clarify appropriate menu categories for requirements
  • Associate menu categories as required for specific tasks
  • Consult with relevant personnel and use application hot keys for superior application interaction
       
Element: Initiate and use application-support materials
  • Identify and research the range of reference material available for use in creating 3-D animation and digital effects
  • Present reference material for use in the 3-D animation process
  • Identify the native application support procedures
  • Access support documents and help files through hotkey and application menus
  • In consultation with relevant personnel use support material as required
       
Element: Identify and plan 3-D application import and export procedures
  • Discuss with relevant personnel application file-management procedure types, including opening, importing, saving and exporting
  • Discuss and use application project configuration procedures with relevant personnel
  • Prepare and create projects as required
       
Element: Identify and use application feedback
  • Discuss user application feedback with relevant personnel
  • Use application feedback to troubleshoot error scenarios as required
  • Use feedback with inbuilt support documentation as required
       
Element: Customise application interface
  • Identify variation of user interface windows and panels configurations
  • Use custom interface for specific requirements based on toolset procedural needs
       


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:

interact and navigate with 3-D application interface and toolsets

interact with file management procedures

execute and use 3-D application native support

use 3-D application to user feedback

configure custom panel and window configurations.

Context of and specific resources for assessment

Assessment must ensure access to:

plans to source reference materials

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:

review of sample workplace activities

evaluation of written or interactive computer-based fault-finding exercises

evaluation of reports and logbooks.

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, 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

analytical skills to:

analyse documentation and images to inform implementation of game specifications

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 clearly using speech and text

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 3-D design and innovation

technical skills to visualise and develop concepts.

Required knowledge

3-D animation production protocols

analysis of a production brief

development and recording of ideas

filing media assets

fundamental research principles

OHS requirements for:

ergonomics

electrical safety

principles of design and colour for use in 3-D animation and digital effects environments

procedures for producing a storyboard and script

technical constraints that hardware imposes on graphics requirements 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.

3-D modelling and animation software may include:

3ds Max

Blender

Cinema 4D

Houdini

Lightwave

Maya

Modo

XSI

ZBrush.

3-D navigation types may include:

input procedures

keyboard hotkeys

panning

rotating

zooming.

Common toolsets of 3-D animation software may include:

animation

animation curve editors

animation dope sheets

content selection lists

dynamics

modelling

movement

rendering

rotation

scaling

shader or material editors.

Menu categories may include:

animate

assets

colour

create

create UVs

display

edit

edit mesh

edit UVs

file

geometry

help

mesh

modify

normals

proxy

window.

Relevant personnel may include:

animator

dead-environment designer

designer

effects artist

environment designer

lead animator

lead artist

lead audio

lead designer

modeller

producer

texturer

trainer

VFX supervisor.

Reference material may include:

blueprints

developmental drawings

internet research

museum information

orthographic images

photographs

schematics

video footage.

Application support materials may include:

help files

reference material

troubleshooting.

Application file-management procedure types may include:

exporting

importing

opening

saving.

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
Using chosen 3-D modelling and animation software, identify a range of 3-D navigation types, including panning, zooming and rotating around the viewport 
Identify methods of use for navigation, keyboard hot keys and input procedures to improve user performance 
Identify common toolsets of 3-D animation software 
Identify and analyse 3-D application menus and specific category types 
Use common 3-D application transformation types 
Select and use common 3-D application-specific toolset types 
Associate menu categories as required for specific tasks 
Consult with relevant personnel and use application hot keys for superior application interaction 
Identify and research the range of reference material available for use in creating 3-D animation and digital effects 
Present reference material for use in the 3-D animation process 
Identify the native application support procedures 
Access support documents and help files through hotkey and application menus 
In consultation with relevant personnel use support material as required 
Discuss with relevant personnel application file-management procedure types, including opening, importing, saving and exporting 
Discuss and use application project configuration procedures with relevant personnel 
Prepare and create projects as required 
Discuss user application feedback with relevant personnel 
Use application feedback to troubleshoot error scenarios as required 
Use feedback with inbuilt support documentation as required 
Identify variation of user interface windows and panels configurations 
Use custom interface for specific requirements based on toolset procedural needs 

Forms

Assessment Cover Sheet

ICAGAM408A - Use 3-D animation interface and toolsets
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

ICAGAM408A - Use 3-D animation interface and toolsets

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: