This unit describes the skills and knowledge required to create and implement designs within the context of a 3-D games environment.
It applies to individuals with highly developed communication and technical skills working as concept artists, game designers, games programmers, animators, and other personnel working in the game development industry.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the technologies to be used with 3-D games development
1.1 Discuss and decide on 3-D modelling software for the production of designs, and ramifications of choice with the relevant personnel
1.2 Discuss and decide on 2-D image-editing software for textures with relevant personnel
1.3 Establish 3-D production considerations for available computer hardware
2. Develop design documentation for 3-D effects
2.1 Establish a theme for design, and determine the required modelling assets
2.2 Create a file archiving system for the storage of 3-D components, models and versions
2.3 Establish the project development pipeline and production deadlines, to meet assessment dates
3. Develop and create storyboards
3.1 Create a storyline for animation
3.2 Develop storyboard that implements the storyline document
3.3 Review and finalise the storyboard document for implementation
4. Develop and create projects
4.1 Create a new document and conduct the creation of models as outlined in the production pipeline, theme, and storyboard documents
4.2 Archive the project as specified by the assignment criteria for submission
Evidence of Performance
Evidence of the ability to:
use discussion to identify the most appropriate technology for 3-D games development
create and develop design documents for 3-D effects, including timelines for completion and file archiving system
develop and use a storyline and storyboard to produce a 3-D games project.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
outline the concepts of animation techniques
explain the concepts of digital effects generation
discuss and evaluate 2-D and 3-D graphics editing software and their common concepts
provide a detailed summary of appropriate graphics formats for 3-D games.
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the game development field of work, and include access to:
computer hardware and software
Assessors must satisfy NVR/AQTF assessor requirements.
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
3.2, 3.3, 4.1, 4.2
Interprets analyses and comprehends conceptual information to inform job requirements
2.2, 3.1-3.3, 4.1
Transforms creative ideas into readily-understood information for specific audiences, using clear and detailed language
Develops material regarding the advantages, and limitations of, different technologies using explicit language to convey information and requirements
Elicits information using effective listening and open questioning techniques
Speaks clearly and concisely, converting highly technical language and terminology to plain English, when providing information
Get the work done
1.1-1.3, 2.1-2.3, 3.1-3.3, 4.1, 4.2
Actively sources, analyses, and evaluates applications with the potential to meet 3-D game design requirements
Uses key features, of specific digital systems and tools to complete design tasks
Understands the importance of file structure, and takes responsibility for data integrity and management
Uses creativity and initiative in 3-D game design
Plans, organises and completes work according to defined requirements and schedules taking responsibility for decisions, and sequencing tasks to achieve efficient outcomes
Uses a systematic process to evaluate work and implement improvements