This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.
Not applicable.
1. Design and plan a 3-D model | 1.1 Research and collect a portfolio of reference material 1.2 Present portfolio of collected reference material 1.3 Use reference material to develop and design a modelling plan |
2. Use suitable geometry surface for models | 2.1 Research different types of geometry to find which choice would be most suitable for 3-D model 2.2 Clearly document selected geometry choice 2.3 Explain, justify and demonstrate reasons for selected geometry choice 2.4 Apply selected geometry choice to 3-D model 2.5 Make changes where necessary |
3. Analyse resource material to construct and apply suitable topology | 3.1 Construct and test a topology plan using chosen concept development software 3.2 Explain or demonstrate reason for choosing particular modelling method 3.3 Assess and refine topology plan with client and relevant personnel |
4. Construct a 3-D model | 4.1 Use modelling plan to construct model in chosen 3-D modelling and animation software 4.2 Build model according to specifications 4.3 Present the near finished product to relevant personnel 4.4 Accept feedback to incorporate into final design 4.5 Assess and refine model with clients and relevant personnel 4.6 Compose a report on experience of working on 3-D model |
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 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
numeracy skills to interpret technical charts, specifications or diagrams relevant to the construction of a 3-D model
planning and organisational skills to:
appropriately refer decisions to a higher project authority for review and endorsement
balance talent, experience and budget
delegate tasks and responsibility appropriately
establish clear roles and goals to achieve required 3-D modelling outcomes
meet project deadlines
organise equipment and resources to achieve required outcomes
organise own time to meet milestones
problem-solving skills to recognise and address potential quality issues and problems at design development stage
research skills to undertake technical research into the proper topology and geometry layout for 3-D models
technical skills to visualise and develop concepts.
Required knowledge
box, edge-loop and patch modelling
capabilities and restraints of 3-D modelling packages
copyright laws and regulations
digital model development, including specific terminology
geometry surfaces, including NURBS, Sub-D, Polygon and T-splines
human resources required in the process of creating a 3-D model, and their respective skills and technology requirements
methods of sourcing and using reference material
OHS requirements for ergonomics and electrical safety
scheduling production components
technical requirements that hardware imposes on graphics development and requirements, and creative visual design
topology layouts
key aspects of modelling plan to build models
uses of storyboards and scripts.
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: build advanced models according to plans use specified geometry surfaces use complex topology layouts. |
Context of and specific resources for assessment | Assessment must ensure access to: 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: direct observation of the learner using 3-D animation software review of written and verbal reports or documentation showing modelling plan review of portfolios of evidence review of third-party workplace reports of learner skills and performance review of functional 3-D scene files evaluation of a completed model. |
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. |
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.
Reference material may include: | blueprints developmental drawings internet research museum information orthographic images photographs schematics video footage. |
Modelling and topology plan may include: | blueprints concept creation orthographic images schematics time management. |
Geometry choice and modelling method may include: | box modelling edge-loop modelling NURBS modelling patch modelling polygon modelling sub-division modelling T-Spline modelling. |
Concept development software may include: | Adobe Flash Adobe Illustrator ArtGem ArtRage Artweaver Aviary Corel Draw, Painter, Essentials Deluxe Paint GIMP Grafx Graphics Gale ImageForge Inkscape Microsoft Paint mtpaint MyPaint NeoPaint Open Canvas Paint Shop Pro Paint.NET Photoshop Synfig Ulead PhotoImpact Ultimate Paint. |
3-D modelling and animation software may include: | 3ds Max Blender Cinema 4D Houdini Lightwave Maya Modo XSI ZBrush. |
Feedback may involve: | accepting and responding to comment, critique and suggestions from: clients colleagues target audience representatives. |
Reporting on experience may involve: | explaining what went wrong what could be improved, such as: geometry choice modelling method modelling plan topology plan. |
Game development
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement but users should confirm requirements with the relevant federal, state or territory authority.