Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver ICTGAM519, 'Manage technical art and rigging in 3-D animation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage technical art and rigging in 3-D animation' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use reference or source materials to assess rig requirements
1.1 Use organisational procedures and production documentation to determine model rigging requirements
1.2 Maintain a portfolio of reference materials
1.3 Determine the range of software features available, when using various rigging technologies
2. Plan rig suitable for animation/movement
2.1 Analyse the inner workings of the object to select appropriate skeletal or structural systems
2.2 Analyse required bones or joints behaviours to select correct orientations
2.3 Examine object geometry topologies to select the correct bone and joint placement
2.4 Analyse critical object movement to select forward kinematics (FK) or Inverse Kinematics (IK) requirements, or a hybrid solution
2.5 Record the results for use at the rigging implementation phase
3. Implement character skeleton requirements
3.1 Use 3-D software to place the bones and joints, according to rigging plan
3.2 Use 3-D software to orientate the bones and joints, according to rigging plan
3.3 Use 3-D software to construct FK or IK requirements in adherence to the rigging plan
3.4 Use 3-D software to construct hierarchies and pivotal sets
3.5 Trial and refine rotations and movement attributes
4. Employ character movement and implement character attributes and control handles
4.1 Use 3-D software to construct specific driven attributes for manipulation purposes
4.2 Use 3-D software to create, and place, control handles with the appropriate attributes
4.3 Use 3-D software to link control handles to improve the animation procedures
4.4 Trial and refine the controls, and attributes
4.5 Negotiate modifications, where appropriate
4.6 Use 3-D software toolsets to skin/bind object geometry, to created skeletal systems or mechanical structures
5. Test and refine rig integrity
5.1 Use 3-D software to test and refine, object rig interaction
5.2 Use 3-D software toolsets to test and refine, geometry skeleton systems or mechanical structure interaction
5.3 Negotiate modifications, where appropriate
6. Produce animated sequences of rigged object
6.1 Create 3-D animations of rigged models using animation and rigged modelling techniques, to suit design specifications
6.2 Render the completed animated sequences
6.3 Save and store the animated sequences, using appropriate output file formats, standard naming conventions, and version-control protocols
6.4 Present the 3-D animated sequences of rigged models to the relevant personnel for evaluation by agreed deadlines