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Evidence Guide: CUFANM502A - Create 3D digital environments

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

 

CUFANM502A - Create 3D digital environments

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

Clarify work requirements

  1. With reference to production documentation, determine requirements and purpose for 3D digital environments
  2. In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met
  3. Select software that best suits the type of production and delivery platform for which 3D digital environments are being created
  4. Gather and analyse reference materials to help with visualisation of 3D environments
With reference to production documentation, determine requirements and purpose for 3D digital environments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select software that best suits the type of production and delivery platform for which 3D digital environments are being created

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and analyse reference materials to help with visualisation of 3D environments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create 3D digital environments

  1. Use software features to build a previsualisation of environments in relation to reference materials and submit to relevant personnel for approval
  2. Build environment models and progressively refine models until they meet design requirements
  3. Check integrity of models and ensure spatial relationship meets design requirements
  4. Apply texture coordinates as required
  5. Create and incorporate matte paintings as required
  6. Manipulate software features to apply lighting and shaders as required
  7. Experiment with different lighting rigs and select a rig that meets design requirements
  8. Continuously refine all aspects of 3D digital environments until the required creative effect is achieved
  9. Submit environments to relevant personnel for comment on whether production requirements have been met and make final adjustments as required
Use software features to build a previsualisation of environments in relation to reference materials and submit to relevant personnel for approval

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build environment models and progressively refine models until they meet design requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check integrity of models and ensure spatial relationship meets design requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply texture coordinates as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create and incorporate matte paintings as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manipulate software features to apply lighting and shaders as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Experiment with different lighting rigs and select a rig that meets design requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continuously refine all aspects of 3D digital environments until the required creative effect is achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submit environments to relevant personnel for comment on whether production requirements have been met and make final adjustments as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise projects

  1. Render and output environments in required format and submit to relevant personnel by agreed deadlines
  2. Finalise projects according to enterprise procedures, such as making back-up copies of files and completing workplace documentation
  3. Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects
Render and output environments in required format and submit to relevant personnel by agreed deadlines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise projects according to enterprise procedures, such as making back-up copies of files and completing workplace documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 3D digital environments that:

demonstrate efficient use of geometry and attention to detail

meet design requirements

collaborative approach to work

ability to meet deadlines.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of industry-current software as listed in the range statement

access to simulated or real production situations that require the creation of 3D digital environments

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 a range of 3D digital environments created by the candidate to determine ability to create different kinds of environments

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.

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

CUFANM401A Prepare 3D digital models for production

CUVDSP11A Research and apply techniques for illustrative work

CUVVSP16A Research and experiment with techniques to produce drawings.

Required Skills and Knowledge

Required skills

communication, teamwork and literacy skills sufficient to:

interpret creative concepts and briefs

interpret information in software user manuals and help features

work as a member of a production team, both independently on assignment and under direction

respond positively to constructive feedback from other team members

initiative and enterprise in the context of:

visualising and accurately creating 3D digital environments

finding creative solutions to problems identified during the process of creating 3D digital environments

locating and using resources to broaden own creative experience

technical skills sufficient to:

use appropriate software to develop 3D digital environments

create 3D digital environments in appropriate formats for required delivery platforms

manage files and directories using standard naming conventions and version control protocols

self-management and planning skills sufficient to:

prioritise work tasks

plan the creation of 3D digital environments in a logical and cohesive way

meet deadlines

seek expert assistance as required

learning in the context of improving performance/product through self-reflection and reworking after feedback

Required knowledge

industry knowledge, including:

roles and responsibilities of project team members in the relevant industry sector

sound understanding of the relationship between the technical and creative aspects and requirements of productions for which 3D digital environments are being created

understanding of the stages in the production process from initial design through to the finished product

issues and challenges that arise in the context of creating 3D digital environments

the features of a range of delivery platforms

digital modelling techniques appropriate to the development of 3D environments

demonstrated use of scale, form, weight and volume

geometry as it applies to the creation of realistic 3D digital environments

OHS standards as they relate to working for periods of time on computers

Range Statement

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.

Production documentation may include:

storyboard

animatics

technical specifications

creative documentation

top-down drawings/maps

concept drawings

architectural drawings.

Requirements may include:

technical specifications

design specifications

creative expectations

output format

assets for integration

timelines

collaboration with other team members.

Purpose of 3D digital environments may be for:

animations

digital simulations, e.g.:

architectural models

e-learning resource

demonstration of processes and procedures

games

film/television productions.

Relevant personnel may include:

3D modeller

matte painter

3D designer or concept artist

art director

project manager

director

producer

supervisor

technical director

head of department

storyboard artist

other technical/specialist personnel.

Software may include:

graphics, e.g.:

Photoshop

Illustrator

3D, e.g.:

3D Studio Max

Maya

Softimage.

Delivery platforms may include:

feature film

broadcast television

games

internet

CD

mobile phone

kiosk

DVD

PDA (personal digital assistant)

other digital devices.

Reference materials may include:

real environments that are to be reproduced digitally

videos

still images

books

direct observation of actions to be simulated in 3D environments

concept drawings and designs.

Progressive refinements may include:

achieving required shape

achieving required topology.

Aspects to be checked for integrity may include:

pivot points

scale of models relative to other components in final sequences

isolated vertices

double faces

resetting transform.

Aspects to be checked for spatial relationship may include:

relevant design principles, e.g.:

balance

proportion

accuracy

functionality

game-play requirements.

Lighting rigs may include:

light domes

global illumination

radiosity

standard lights.

Formats may include:

TIFF

JPEG

IFF

Quicktime

AVI

MPEG

Targa

PNG.