Depending on the type and scale of production, a range of people could be responsible for creating storyboards, including storyboard artists, designers, producers and information architects. In the film and television industry, people creating storyboards work closely with directors to visualise productions. |
ELEMENT | PERFORMANCE CRITERIA |
Plan storyboards | 1. In consultation with relevant personnel, clarify storyboard requirements for productions with reference to scripts and stories 2. Identify factors that affect type of storyboard to be created 3. Contribute ideas in pre-production meetings to help refine storyboard requirements 4. Research and select suitable amount of storyboard tools for a given purpose 5. Obtain sign-off from relevant personnel on the type of storyboard to be created |
Draft storyboards | 6. Break down content, scripts and stories into frames 7. Specify storyboard elements for each frame 8. Specify the logical linear or non-linear frame sequence, showing the connection between each frame 9. Provide descriptions for each frame 10. Seek feedback on work in progress from relevant personnel and incorporate ideas and feedback as appropriate 11. Ensure draft storyboards are clear and legible and show sufficient detail for production teams to use |
Finalise storyboards | 12. Present draft storyboards to relevant personnel for discussion and feedback 13. Refine storyboards as required to incorporate feedback 14. Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all agreed specifications 15. Make back-up copies of storyboards as required according to organisational procedures 16. Submit storyboards to relevant personnel by agreed deadlines 17. Review the process of creating storyboards and note areas for improvement |
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Required skills |
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret scripts and specifications work collaboratively in a team environment present storyboards to team members for discussion or implementation respond constructively to feedback received from other team members analytical skills sufficient to break down content, stories and scripts into discrete elements technical skills sufficient to use storyboard techniques initiative sufficient to visualise and interpret creative concepts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members sound understanding of the artistic elements of a production for which a storyboard is being created issues and challenges that arise when creating storyboards drawing techniques, including drawing to scale OHS standards as they relate to working for periods of time on computers |
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 clear and logical storyboards that meet specified requirements ability to visualise creative concepts ability to work effectively as a member of a production team. |
Context of and specific resources for assessment | Assessment must ensure: access to scripts, stories or texts that can be used as the basis for creating storyboards access to current industry-standard software as listed in the range statement 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 at least two storyboards created by the candidate observation of a candidate presenting his/her storyboard to team members and explaining how it meets agreed requirements written or oral questioning to test knowledge of the process followed to create a storyboard and the respective roles and responsibilities of team members. |
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 CUFDIG402A Design user interfaces CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games CUFDIG505A Design information architecture CUFDIG506A Design interaction CUFDIG507A Design digital simulations. |
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. | |
Relevant personnel may include: | asset creators authors clients content experts directors graphic designers information architects navigation designers other writers producers programmers scriptwriters user interface designers other technical/specialist staff. |
Productions may include: | animated films animations commercials feature films interactive media products, such as: e-learning products websites games promotional products information products music videos short films television productions. |
Factors may include: | animation requirements availability of personnel availability of resources budget delivery platform, including: internet CD/DVD video film games console kiosk mobile telephone personal digital assistant (PDA) print media graphic requirements length of script or story style of production, including: comic drama educational light entertainment target audience timelines. |
Storyboard tools may include: | digital software, such as: PowerPoint Inspiration StoryBoard Artist Studio StoryBoard Pro paper and cards pen and pencil storyboard sheets templates. |
Frames may include: | key frames for animation moments for film and video pages for websites scenes screens for interactive media shots. |
Storyboard elements may include: | actor's movement backgrounds camera angles camera shots, such as: extreme close-up close-up medium shot long shot extreme long shot decisions directions frame composition lighting props sets. |
Descriptions for frames may include: | dialogue duration media narration script elements sequence number shot composition, such as: static zoom tilt pan dolly track sound effects speech bubbles text content transitions, such as: simple cut black fade in and fade out. |
Unit sector |
Media and entertainment production - production planning and management |
This unit contains employability skills. |
Not applicable.