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Evidence Guide: ICAGAM519A - Manage technical art and rigging in 3-D 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!

From the Wiki University

 

ICAGAM519A - Manage technical art and rigging in 3-D animation

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

Use reference or source materials to assess rig requirements

  1. Use production documentation as developed by learners or trainer to determine model rigging requirements
  2. Maintain portfolio of reference
  3. Discuss the range of software features available when using various rigging technologies
Use production documentation as developed by learners or trainer to determine model rigging requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain portfolio of reference

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the range of software features available when using various rigging technologies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan rig suitable for animation/movement

  1. Analyse inner workings of object to select appropriate skeletal or structural systems
  2. Analyse required bones or joints behaviours to select correct orientations
  3. Examine object geometry topologies to select correct bone and joint placement
  4. Analyse critical object movement to select FK or IK requirements or a hybrid solution
  5. Journal results for use at rigging implementation phase
Analyse inner workings of object to select appropriate skeletal or structural systems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse required bones or joints behaviours to select correct orientations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine object geometry topologies to select correct bone and joint placement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse critical object movement to select FK or IK requirements or a hybrid solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Journal results for use at rigging implementation phase

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement character skeleton requirements

  1. Use 3-D software to place bones and joints according to rigging plan
  2. Use 3-D software to orientate bones and joints according to rigging plan
  3. Use 3-D software to construct FK or IK requirements in adherence to rigging plan
  4. Use 3-D software to construct hierarchies and pivotal sets
  5. Trial and refine rotations and movement attributes
Use 3-D software to place bones and joints according to rigging plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software to orientate bones and joints according to rigging plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software to construct FK or IK requirements in adherence to rigging plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software to construct hierarchies and pivotal sets

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trial and refine rotations and movement attributes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ character movement and implement character attributes and control handles

  1. Use 3-D software to construct specific driven attributes for manipulation purposes
  2. Use 3-D software to create and place control handles with appropriate attributes
  3. Use 3-D software to link control handles to improve animation procedures
  4. Trial and refine controls and attributes
  5. Negotiate modification where appropriate
  6. Use 3-D software toolsets to skin/bind object geometry to created skeletal systems or mechanical structures
Use 3-D software to construct specific driven attributes for manipulation purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software to create and place control handles with appropriate attributes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software to link control handles to improve animation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trial and refine controls and attributes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate modification where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software toolsets to skin/bind object geometry to created skeletal systems or mechanical structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test and refine rig integrity

  1. Use 3-D software to test and refine object rig interaction
  2. Use 3-D software toolsets to test and refine geometry skeleton systems or mechanical structure interaction
  3. Negotiate modification where appropriate
Use 3-D software to test and refine object rig interaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use 3-D software toolsets to test and refine geometry skeleton systems or mechanical structure interaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate modification where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce animated sequences of rigged object

  1. Create 3-D animations of rigged models using animation and rigged modelling techniques to suit design specifications
  2. Render completed animated sequences
  3. Save and store animated sequences using appropriate output file formats, standard naming conventions and version control protocols
  4. Present 3-D animated sequences of rigged models to relevant personnel for evaluation by agreed deadlines
Create 3-D animations of rigged models using animation and rigged modelling techniques to suit design specifications

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 3-D animated sequences of rigged models to relevant personnel for evaluation by agreed deadlines

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:

design, implement and manage rigs for objects

use and refine skeleton/structural and animation controls for best performance

construct hierarchies to formulate specific controls

combine and refine object geometry to skeletal/structural rigs

creation of 3-D digital animated sequences of a rigged model

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:

review of case studies

evaluation of work samples

direct observation of candidate working as part of a production team

verbal or written questioning of theory of anatomy and structural systems and how they relate to 3-D animation techniques.

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 clients

literacy and numeracy skills to:

source and use reference material

use a storyboard and script production plan

planning and organisational skills to schedule production components

self-management and planning skills to:

meet deadlines

prioritise work tasks

seek expert assistance when problems arise

technical skills to:

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

output 3-D animated sequences in appropriate file formats for a range of delivery platforms

use industry-current animation software to develop and manage rigged models in digitally animated sequences.

Required knowledge

basic 3-D digital animation techniques

features of a range of delivery platforms

geometry topology analysis skills

identification of physical attributes

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

rigged 3-D modelling techniques

theory of anatomy/structural systems.

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:

animatics

brief

storyboard

technical specifications.

Portfolio of reference may include:

mechanical structures

skeletal systems.

Structural systems may include:

biped

mechanical

quadruped.

3-D software may include:

3ds Max

Blender

Cinema 4D

Houdini

Lightwave

Maya

Modo

XSI

Z Brush.

3-D animations may include:

3-D elements

3-D panoramas

basic games

buttons

characters

illustrations

logos

models

morphs and blend shapes

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:

3-D modeller

3-D producer

animation director

audio-asset creator

director

graphic artist or designer

instructional designer

lead animator

matte painter

system support personnel

other technical and specialist personnel.