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Evidence Guide: ICAGAM409A - Create 3-D characters for interactive games

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

 

ICAGAM409A - Create 3-D characters for interactive games

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

Research and analyse characters

  1. Determine and agree character style according to client requirements
  2. Determine and agree character type and profile
  3. Determine and agree character role and name
  4. Create animations for each of the 3-D models based on a study of the original character’s animations
  5. Compare animations with originals for quality
Determine and agree character style according to client requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and agree character type and profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and agree character role and name

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create animations for each of the 3-D models based on a study of the original character’s animations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare animations with originals for quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design characters

  1. Develop concept illustration for character
  2. Conduct focus testing of concept illustration with client and representatives of target market audience
  3. Develop character schematics based on feedback and submit to client for approval
Develop concept illustration for character

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct focus testing of concept illustration with client and representatives of target market audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop character schematics based on feedback and submit to client for approval

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop character models

  1. Construct a 3-D character model on a turntable based on character schematics
  2. Construct 3-D costumes, tools and accessories for character model
  3. Shade, texture and light complete character model
  4. Develop animations of key poses and transitions in consultation with animation personnel for approval
  5. Compare 3-D models and animations to original concept illustration for verification of quality and conformity to brief
  6. Submit to client for approval
Construct a 3-D character model on a turntable based on character schematics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct 3-D costumes, tools and accessories for character model

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shade, texture and light complete character model

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop animations of key poses and transitions in consultation with animation personnel for approval

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare 3-D models and animations to original concept illustration for verification of quality and conformity to brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submit to client for approval

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 ability to:

use 2-D and 3-D software applications to develop and realise characters for games

develop character designs that comply with games design brief and client requirements

develop character designs that are innovative and competitive with characters in games currently in the marketplace

test responses to character designs for aesthetic suitability with intended audience and act on feedback.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software, games engines and file storage

character reference materials, such as models, illustrations, art and design books, and character photographs

range of state of the art games across all platforms and genres

range of the latest consoles and hand-held game devices

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:

discussion or written report of the nominated techniques applied to character design and development

verbal questioning regarding reasons for use of particular hardware and software options

direct observation of the learner undertaking character design activities

project or work activities that demonstrate capacity for research to support character development

review of portfolios of evidence

completed character models on a turntable.

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.

Required Skills and Knowledge

Required skills

communication skills to liaise with project team and clients

literacy skills to read technical documents and specifications

planning and organisational skills to manage time and resources

research skills to conduct research into character attributes and styles

technical skills to:

create 2-D character schematics to construct industry grade 3-D models

create industry grade fully textured animated 3-D game characters using 3-D and 2-D graphics software tools

create 3-D characters models that meet agreed target market, technical and design requirements.

Required knowledge

advanced features of 3-D software packages to create 3-D character models for games

how to interpret game design briefs

methods of 3-D character modelling within technical parameters and constraints of game development

technical limitations for creation of 3-D character models for games.

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.

Character style may include:

abstract

caricatured

cartoon-like

comic

cute

exaggerated

highly realistic

hybrid

idealised

robotic

scary

stylised

symbolic.

Client requirements may include:

design and platform constraints:

1500 to 3000 polygons

maximum of 40 bones for animation

up to four 256 by 256 texture maps

game design brief:

draft pencil concept illustrations of the player character and a few of the non-player characters

details of player characters, including:

control mechanisms

number and types of interaction with other non-player characters

number of animations

intended audience, genre, platform and control devices

introduction and game overview, including list of special features and selling points

list of all non-player and player characters

other illustrations or graphics that enhance the comprehension of the document

title and cover art

wants, needs and interest of the target market audience identified for the game.

Character type may include:

alien

animal

anthropomorphised food

anthropomorphised machine

anthropomorphised toy

anthropomorphised vehicle

human

spiritual entity

terrestrial

vegetable.

Character profile may include:

age

aspects of behaviour

change of circumstances, e.g. rich to poor

counterintuitive props and clothing

courage

cowardice

definitive visual cues

exaggerated physical characteristics

fangs

gender

intelligence

interpretive visual cues

mental and emotional attributes and personality traits

motivation or goals

naivety

physical attributes

profession

professional uniforms

props

race

religion

shyness

social butterfly

social status

strength

tools

wheelchairs.

Character role may include:

antagonists

extras

minor characters

objects of desire

partners or sidekicks

protagonists

secret agendas

supporting roles.

Concept illustration may include:

2-D hand rendered drawing

2-D or 3-D digital illustration

2-D sketch

collage or montage

photograph

storyboard.

Focus testing may include:

analysis and written summary of focus test discussions, outcomes and results

audience perceptions of:

age that character appeals to

'coolness' factor

value of character

consultation with groups representing target market audience for finished game.

Character schematics may include:

scaled 2-D Illustrations of front, back, side and top of the character

scaled 2-D illustration to illustrate the character in various action poses, including:

greeting, hitting, pushing, pulling and colliding

jumping, crawling, climbing, shooting and rolling

sitting and riding

walking and running

scaled 2-D sketches of the character face in various expressions:

happy, angry, sad and confused

situational responses

viseme set, such as facial expressions while talking

scale comparison illustrations, including character next to:

a building

a vehicle

other characters

scale or dimension indicators.