This unit applies to concept artists, games designers, games programmers, animators and other personnel working in the game development industry.
Not applicable.
1. Research common industry practices for texturing a 3-D environment | 1.1 Research, identify and describe methods of texture creation and texture mapping 1.2 Choose suitable graphics software to create textures 1.3 Document design considerations for texturing a 3-D environment |
2. Create a basic 3-D environment | 2.1 Use 3-D modelling and animation software 2.2 Create simple 3-D objects 2.3 Place objects in a 3-D environment 2.4 Apply inbuilt lighting effects to the 3-D environment |
3. Create multiple textures to apply to the 3-D environment | 3.1 Use graphics software 3.2 Apply industry standard methods to create textures 3.3 Create textures to establish look and feel of the 3-D environment |
4. Apply multiple texture effects to a 3-D environment | 4.1 Load textures into 3-D animation and modelling software 4.2 Apply textures to colour the 3-D objects and environment 4.3 Use texture-mapping techniques to create multiple texture effects for a single 3-D object 4.4 Employ 3-D animation and modelling software to render an image of the 3-D environment |
Required skills
analytical skills to:
analyse documentation and images to inform implementation of digital texturing for the 3-D environment
interpret briefs, work instructions, and technical and conceptual information
communication skills to:
check and confirm design requirements
communicate clearly using speech and text
communicate technical requirements related to graphics creation
initiative and enterprise skills to visualise and develop concepts
literacy and numeracy skills to develop technical design documents
research skills to undertake practical, technical and desktop research into industry standard methods for creating and applying textures
self-management skills to:
deliver required tasks without specific guidance
prioritise and manage own work against project plan or schedule
technology skills to use file formats.
Required knowledge
capabilities and constraints of graphics software for texturing
human resources required in the process of creating textures for the 3-D environment and the technology requirements
methods of texture creation and texture mapping
technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.
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: research and select techniques and graphic software tools to create texturing for a 3-D environment apply digital texturing to create multiple texture effects for a single 3-D object. |
Context of and specific resources for assessment | Assessment must ensure access to: computer hardware, software, games engines and file storage internet access for research purposes 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: evaluation of a sample of a 3-D environment with digital texturing applied evaluation of work samples or simulated workplace activities observation of use of techniques and texturing software evaluation of a written or verbal report on industry standards for digital texturing of a 3-D environment evaluation of sample 2-D textures suitable for a 3-D environment. |
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.
Graphics software may include: | 3-D paint Fireworks Illustrator Mudbox Photoshop Z Brush. |
Design considerations may include: | aesthetics cultural context genre resource limitations and constraints target market. |
3-D modelling and animation software may include: | 3ds Max Blender Cinema 4D Houdini Lightwave Maya Modo XSI Z Brush. |
Simple 3-D objects may include: | cube cylinder pyramid sphere torus. |
Texture-mapping techniques may include: | bump displacement light normal parallax UV. |
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.