Use simple modelling for animation Evidence Guide

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Evidence Guide: ICAGAM418A - Use simple modelling for animation

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!

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ICAGAM418A - Use simple modelling for animation

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

Clarify animation requirements of models

Clarify animation requirements and design specifications for the model, in consultation with relevant personnel and according to production documentation
Examine the most appropriate animation techniques for the animation to determine which modelling techniques to use
Identify the file format and delivery platform for animated sequences
Identify factors that may influence animation design approach
Clarify work flow sequences, in consultation with relevant personnel, to ensure that production schedule deadlines are met

Clarify animation requirements and design specifications for the model, in consultation with relevant personnel and according to production documentation

Completed
Date:

Teacher:

Evidence:

Examine the most appropriate animation techniques for the animation to determine which modelling techniques to use

Completed
Date:

Teacher:

Evidence:

Identify the file format and delivery platform for animated sequences

Completed
Date:

Teacher:

Evidence:

Identify factors that may influence animation design approach

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Plan approach

Research animations, artworks and other creative sources that may inspire visual design ideas
Generate a range of animation ideas that are technically feasible, respond to briefs and provide creative solutions to all design issues
Present animation ideas to relevant personnel using appropriate design techniques
Adjust approach to incorporate feedback and agree on final design concepts
Discuss and select animation software with relevant personnel to ensure that animated sequences of the model meet specified outcomes
Analyse audio assets supplied for animations as required

Research animations, artworks and other creative sources that may inspire visual design ideas

Completed
Date:

Teacher:

Evidence:

Generate a range of animation ideas that are technically feasible, respond to briefs and provide creative solutions to all design issues

Completed
Date:

Teacher:

Evidence:

Present animation ideas to relevant personnel using appropriate design techniques

Completed
Date:

Teacher:

Evidence:

Adjust approach to incorporate feedback and agree on final design concepts

Completed
Date:

Teacher:

Evidence:

Discuss and select animation software with relevant personnel to ensure that animated sequences of the model meet specified outcomes

Completed
Date:

Teacher:

Evidence:

Analyse audio assets supplied for animations as required

Completed
Date:

Teacher:

Evidence:

Produce animated sequences for review

Create animations of models using animation and modelling techniques to suit design requirements
Apply basic animation principles, screen principles, visual design principles and communication principles
Apply real world camera techniques to virtual cameras used in animation
Render completed animated sequences
Save and store animated sequences using appropriate output file formats, standard naming conventions and version control protocols
Present animated sequences of simple models to relevant personnel for evaluation by agreed deadlines

Create animations of models using animation and modelling techniques to suit design requirements

Completed
Date:

Teacher:

Evidence:

Apply basic animation principles, screen principles, visual design principles and communication principles

Completed
Date:

Teacher:

Evidence:

Apply real world camera techniques to virtual cameras used in animation

Completed
Date:

Teacher:

Evidence:

Render completed animated sequences

Completed
Date:

Teacher:

Evidence:

Save and store animated sequences using appropriate output file formats, standard naming conventions and version control protocols

Completed
Date:

Teacher:

Evidence:

Present animated sequences of simple models to relevant personnel for evaluation by agreed deadlines

Completed
Date:

Teacher:

Evidence:

Finalise animated sequences

Review animated sequences to assess creative solutions to design briefs, appropriateness to users or audience, and technical feasibility
Discuss and confirm with relevant personnel additional requirements or modifications and complete changes as required

Review animated sequences to assess creative solutions to design briefs, appropriateness to users or audience, and technical feasibility

Completed
Date:

Teacher:

Evidence:

Discuss and confirm with relevant personnel additional requirements or modifications and complete changes as required

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: create digital animated sequences of a model that: demonstrate the principles of simple model animation, basic screen, visual design and communication meet the technical requirements of specific platforms satisfy the design brief and client requirements meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure access to: computer hardware, software, games engines and file storage 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: evaluation of work samples or simulated workplace activities verbal or written questioning of issues and challenges that arise in the context of creating simple models for digital animations evaluation of a digital animated sequence of a model.
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, teamwork and literacy skills to:

complete workplace documentation

interpret and clarify written or verbal instructions

respond constructively to feedback received from other team members

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

conceptual and creative skills to:

generate feasible ideas for animated sequences of models

maintain design integrity

produce convincing animations incorporating movement and timing

self-management and planning skills to:

meet deadlines

prioritise work tasks

seek expert assistance when problems arise

technical skills to:

apply the principles of basic screen, visual design and communication to produce animated sequences of models

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

output animated sequences in appropriate file formats for a range of delivery platforms

use industry-current animation software to develop digitally animated sequences.

Required knowledge

basic digital animation techniques

basic screen principles

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

features of a range of delivery platforms

issues and challenges that arise in the context of creating simple models for digital animations

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

principles of animation

principles of visual design and communication

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

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.

Animation may include:	basic games buttons characters elements illustrations logos models morphs or blend shapes panoramas puzzles simulated sequences text titles and credits.
Design specifications may include:	characters and objects delivery platform hardware specifications, including memory size (RAM) key frames media form objects operating system output file format output file size references samples script storyboard technical specifications, including version control protocols.
Relevant personnel may include:	animation director audio asset creator director graphic artist or designer instructional designer lead animator matte painter modeller producer system support personnel other technical and specialist personnel.
Production documentation may include:	animatics brief storyboard technical specifications.
Animation techniques may include:	acceleration and deceleration audio integration dynamic simulation hierarchies hinges and pivot points hybrid method key frames layered animation looping backgrounds morphing or object exaggeration motion capture motion paths pose to pose animation registration points rotation scripted animation speed or motion blur straight-ahead animation.
Modelling techniques may include:	NURBS polygonal primitives sculpt splines and patches.
File format may include:	AAS ACT ANI ANM ANS AVI AWA AWM CEL CFT CMV DIR or DCR FLA or SWF FLC FLI FLX GIF HTML IFF JPEG LWOB M3D MMM MOV MPEG MWF PNG QTVR SEC TIFF VAN VUE.
Delivery platform may include:	CD DVD film games console internet kiosk mobile phone or device personal digital assistant (PDA) video.
Factors may include:	budget purpose of animation resources target audience time lines.
Design techniques may include:	digitally-generated illustrations of objects and characters freehand sketches fully rendered hand-drawn illustrations story trees storyboards.
Animation software may include:	3-D Studio Max Cinema 4D Houdini Lightwave Maya Motionbuilder Soft Image, e.g. XSI.
Audio assets may include:	music narration sound effects.
Animation principles may include:	anticipation asymmetry in body and facial poses balanced poses exaggeration movement in arcs overlapping actions and follow-through pacing or timing secondary actions singularity of message squash and stretch staging strong silhouette in poses weight.
Screen principles may include:	camera techniques editing, including basic transitions framing lighting montage narrative story-telling style or genre.
Visual design principles may include:	balance composition emphasis movement perspective proportion scale unity.
Communication principles may include:	communicating the message conveying meaning meeting audience requirements using functional components.

NTISthis.com

Evidence Guide: ICAGAM418A - Use simple modelling for animation

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

ICAGAM418A - Use simple modelling for animation

Clarify animation requirements of models

Plan approach

Produce animated sequences for review

Finalise animated sequences

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _