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 skills to liaise with project team and clients
literacy skills to read technical documents and specifications
planning and organisational skills to manage time and resources
research skills to conduct research into character attributes and styles
technical skills to:
create 2-D character schematics to construct industry grade 3-D models
create industry grade fully textured animated 3-D game characters using 3-D and 2-D graphics software tools
create 3-D characters models that meet agreed target market, technical and design requirements.
Required knowledge
advanced features of 3-D software packages to create 3-D character models for games
how to interpret game design briefs
methods of 3-D character modelling within technical parameters and constraints of game development
technical limitations for creation of 3-D character models for games.
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.
Character style may include: | abstract caricatured cartoon-like comic cute exaggerated highly realistic hybrid idealised robotic scary stylised symbolic. |
Client requirements may include: | design and platform constraints: 1500 to 3000 polygons maximum of 40 bones for animation up to four 256 by 256 texture maps game design brief: draft pencil concept illustrations of the player character and a few of the non-player characters details of player characters, including: control mechanisms number and types of interaction with other non-player characters number of animations intended audience, genre, platform and control devices introduction and game overview, including list of special features and selling points list of all non-player and player characters other illustrations or graphics that enhance the comprehension of the document title and cover art wants, needs and interest of the target market audience identified for the game. |
Character type may include: | alien animal anthropomorphised food anthropomorphised machine anthropomorphised toy anthropomorphised vehicle human spiritual entity terrestrial vegetable. |
Character profile may include: | age aspects of behaviour change of circumstances, e.g. rich to poor counterintuitive props and clothing courage cowardice definitive visual cues exaggerated physical characteristics fangs gender intelligence interpretive visual cues mental and emotional attributes and personality traits motivation or goals naivety physical attributes profession professional uniforms props race religion shyness social butterfly social status strength tools wheelchairs. |
Character role may include: | antagonists extras minor characters objects of desire partners or sidekicks protagonists secret agendas supporting roles. |
Concept illustration may include: | 2-D hand rendered drawing 2-D or 3-D digital illustration 2-D sketch collage or montage photograph storyboard. |
Focus testing may include: | analysis and written summary of focus test discussions, outcomes and results audience perceptions of: age that character appeals to 'coolness' factor value of character consultation with groups representing target market audience for finished game. |
Character schematics may include: | scaled 2-D Illustrations of front, back, side and top of the character scaled 2-D illustration to illustrate the character in various action poses, including: greeting, hitting, pushing, pulling and colliding jumping, crawling, climbing, shooting and rolling sitting and riding walking and running scaled 2-D sketches of the character face in various expressions: happy, angry, sad and confused situational responses viseme set, such as facial expressions while talking scale comparison illustrations, including character next to: a building a vehicle other characters scale or dimension indicators. |
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