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Evidence Guide: CUAPPM407 - Create storyboards

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAPPM407 - Create storyboards

What evidence can you provide to prove your understanding of each of the following citeria?

Plan storyboards

  1. Clarify storyboard requirements for productions with reference to scripts and stories, and in consultation with relevant personnel
  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
Clarify storyboard requirements for productions with reference to scripts and stories, and in consultation with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors that affect type of storyboard to be created

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute ideas in pre-production meetings to help refine storyboard requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and select suitable amount of storyboard tools for a given purpose

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain sign-off, from relevant personnel, on the type of storyboard to be created

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft storyboards

  1. Break down content, scripts and stories into frames using storyboard techniques and appropriate tools, and methods in line with organisational and work health and safety (WHS) procedures
  2. Specify storyboard elements for each frame, reflecting creative concepts
  3. Specify the logical linear or non-linear frame sequence, showing the connection between each frame
  4. Provide descriptions for each frame
  5. Seek feedback, and assistance as required, on work in progress from relevant personnel, and incorporate ideas and feedback as appropriate
  6. Check draft storyboards are clear and legible and show sufficient detail for production teams to use
Break down content, scripts and stories into frames using storyboard techniques and appropriate tools, and methods in line with organisational and work health and safety (WHS) procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify storyboard elements for each frame, reflecting creative concepts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify the logical linear or non-linear frame sequence, showing the connection between each frame

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide descriptions for each frame

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback, and assistance as required, on work in progress from relevant personnel, and incorporate ideas and feedback as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check draft storyboards are clear and legible and show sufficient detail for production teams to use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise storyboards

  1. Present draft storyboards to relevant personnel for discussion and feedback
  2. Refine storyboards as required to incorporate feedback
  3. Produce final storyboards that present accurate visual interpretations of scripts, stories or text, and meet agreed specifications
  4. Make back-up copies of storyboards as required according to organisational procedures
  5. Submit storyboards to relevant personnel by agreed deadlines
  6. Review the process of creating storyboards and note areas for future improvement
Present draft storyboards to relevant personnel for discussion and feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine storyboards as required to incorporate feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce final storyboards that present accurate visual interpretations of scripts, stories or text, and meet agreed specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make back-up copies of storyboards as required according to organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submit storyboards to relevant personnel by agreed deadlines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the process of creating storyboards and note areas for future improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan storyboards

1.1 Clarify storyboard requirements for productions with reference to scripts and stories, and in consultation with relevant personnel

1.2 Identify factors that affect type of storyboard to be created

1.3 Contribute ideas in pre-production meetings to help refine storyboard requirements

1.4 Research and select suitable amount of storyboard tools for a given purpose

1.5 Obtain sign-off, from relevant personnel, on the type of storyboard to be created

2. Draft storyboards

2.1 Break down content, scripts and stories into frames using storyboard techniques and appropriate tools, and methods in line with organisational and work health and safety (WHS) procedures

2.2 Specify storyboard elements for each frame, reflecting creative concepts

2.3 Specify the logical linear or non-linear frame sequence, showing the connection between each frame

2.4 Provide descriptions for each frame

2.5 Seek feedback, and assistance as required, on work in progress from relevant personnel, and incorporate ideas and feedback as appropriate

2.6 Check draft storyboards are clear and legible and show sufficient detail for production teams to use

3. Finalise storyboards

3.1 Present draft storyboards to relevant personnel for discussion and feedback

3.2 Refine storyboards as required to incorporate feedback

3.3 Produce final storyboards that present accurate visual interpretations of scripts, stories or text, and meet agreed specifications

3.4 Make back-up copies of storyboards as required according to organisational procedures

3.5 Submit storyboards to relevant personnel by agreed deadlines

3.6 Review the process of creating storyboards and note areas for future improvement

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan storyboards

1.1 Clarify storyboard requirements for productions with reference to scripts and stories, and in consultation with relevant personnel

1.2 Identify factors that affect type of storyboard to be created

1.3 Contribute ideas in pre-production meetings to help refine storyboard requirements

1.4 Research and select suitable amount of storyboard tools for a given purpose

1.5 Obtain sign-off, from relevant personnel, on the type of storyboard to be created

2. Draft storyboards

2.1 Break down content, scripts and stories into frames using storyboard techniques and appropriate tools, and methods in line with organisational and work health and safety (WHS) procedures

2.2 Specify storyboard elements for each frame, reflecting creative concepts

2.3 Specify the logical linear or non-linear frame sequence, showing the connection between each frame

2.4 Provide descriptions for each frame

2.5 Seek feedback, and assistance as required, on work in progress from relevant personnel, and incorporate ideas and feedback as appropriate

2.6 Check draft storyboards are clear and legible and show sufficient detail for production teams to use

3. Finalise storyboards

3.1 Present draft storyboards to relevant personnel for discussion and feedback

3.2 Refine storyboards as required to incorporate feedback

3.3 Produce final storyboards that present accurate visual interpretations of scripts, stories or text, and meet agreed specifications

3.4 Make back-up copies of storyboards as required according to organisational procedures

3.5 Submit storyboards to relevant personnel by agreed deadlines

3.6 Review the process of creating storyboards and note areas for future improvement

Evidence of the ability to:

interpret scripts and specifications

visualise creative concepts using storyboard techniques and appropriate tools and methods

produce clear and logical storyboards that break down content, stories and scripts into discrete elements and meet specified requirements

present storyboards to others for discussion or implementation, and adjust as required in response to feedback.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe roles and responsibilities of different members of the creative team, and how they contribute to the process of visualising and interpreting creative concepts into storyboards

list and describe typical storyboard tools

explain the components of storyboards including frames, elements and descriptions

outline health and safety procedures that apply to creating storyboards and working for periods of time on computers.