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Evidence Guide: CUFPPM404A - 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

 

CUFPPM404A - Create storyboards

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

Plan storyboards

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

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
  2. Specify storyboard elements for each frame
  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 on work in progress from relevant personnel and incorporate ideas and feedback as appropriate
  6. Ensure draft storyboards are clear and legible and show sufficient detail for production teams to use
Break down content, scripts and stories into frames

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify storyboard elements for each frame

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 on work in progress from relevant personnel and incorporate ideas and feedback as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure 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. Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all 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 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:

 

 

 

 

 

 

 

Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all 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 improvement

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 clear and logical storyboards that meet specified requirements

ability to visualise creative concepts

ability to work effectively as a member of a production team.

Context of and specific resources for assessment

Assessment must ensure:

access to scripts, stories or texts that can be used as the basis for creating storyboards

access to current industry-standard software as listed in the range statement

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 at least two storyboards created by the candidate

observation of a candidate presenting his/her storyboard to team members and explaining how it meets agreed requirements

written or oral questioning to test knowledge of the process followed to create a storyboard and the respective roles and responsibilities of team members.

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

CUFDIG402A Design user interfaces

CUFDIG502A Design web environments

CUFDIG503A Design e-learning resources

CUFDIG504A Design games

CUFDIG505A Design information architecture

CUFDIG506A Design interaction

CUFDIG507A Design digital simulations.

Required Skills and Knowledge

Required skills

communication, teamwork and literacy skills sufficient to:

interpret and clarify written or verbal instructions

interpret scripts and specifications

work collaboratively in a team environment

present storyboards to team members for discussion or implementation

respond constructively to feedback received from other team members

analytical skills sufficient to break down content, stories and scripts into discrete elements

technical skills sufficient to use storyboard techniques

initiative sufficient to visualise and interpret creative concepts

self-management and planning skills sufficient to:

prioritise work tasks

meet deadlines

seek expert assistance when problems arise

Required knowledge

industry knowledge, including:

roles and responsibilities of project team members

sound understanding of the artistic elements of a production for which a storyboard is being created

issues and challenges that arise when creating storyboards

drawing techniques, including drawing to scale

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.

Relevant personnel may include:

asset creators

authors

clients

content experts

directors

graphic designers

information architects

navigation designers

other writers

producers

programmers

scriptwriters

user interface designers

other technical/specialist staff.

Productions may include:

animated films

animations

commercials

feature films

interactive media products, such as:

e-learning products

websites

games

promotional products

information products

music videos

short films

television productions.

Factors may include:

animation requirements

availability of personnel

availability of resources

budget

delivery platform, including:

internet

CD/DVD

video

film

games console

kiosk

mobile telephone

personal digital assistant (PDA)

print media

graphic requirements

length of script or story

style of production, including:

comic

drama

educational

light entertainment

target audience

timelines.

Storyboard tools may include:

digital software, such as:

PowerPoint

Inspiration

StoryBoard Artist Studio

StoryBoard Pro

paper and cards

pen and pencil

storyboard sheets

templates.

Frames may include:

key frames for animation

moments for film and video

pages for websites

scenes

screens for interactive media

shots.

Storyboard elements may include:

actor's movement

backgrounds

camera angles

camera shots, such as:

extreme close-up

close-up

medium shot

long shot

extreme long shot

decisions

directions

frame composition

lighting

props

sets.

Descriptions for frames may include:

dialogue

duration

media

narration

script elements

sequence number

shot composition, such as:

static

zoom

tilt

pan

dolly

track

sound effects

speech bubbles

text content

transitions, such as:

simple cut

black

fade in and fade out.