Unit of competency Outline

Date retreived
22/07/2026 10:36 AM AWST

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Create complex 3-D characters for games

Create complex 3-D characters for games

Unit of competency
National Code
ICAGAM526A
State Code
D7829
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
18/07/2011
View on TGA
State Implementation and Classification
Approved Date
08/11/2011
Field of Education
020115 - Computer Graphics
Original Release Date
08/11/2011
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to create complex 3-D characters for games.
Notes
Elements and Performance Criteria
1. Clarify work requirements
  • 1.1 Identify design requirements based on a project brief and documents
  • 1.2 Using the design requirements, conceptualise appropriate characters for the game environments, design, level specifications and genre
  • 1.3 Gather and analyse reference materials to help with design and visualisation of 3-D character models
  • 1.4 Fill in any missing requirements
2. Conceptualise 3-D character design
  • 2.1 Document design decisions that are made before and during the design conceptualisation
  • 2.2 Outline the key attributes for the character
  • 2.3 Discuss design considerations and generate concept art for 3-D characters
3. Identify software tools that can be used to create 3-D characters
  • 3.1 Identify texturing tools, including painting, shading and texturing softwareand 3-D modelling tools
4. Create complex 3-D characters
  • 4.1 Create base 3-D character models
  • 4.2 Refine and polish the character models to a near finalised state
  • 4.3 Create and map textures to apply to the 3-D character models
  • 4.4 Refine the textures and apply shaders
  • 4.5 Check integrity and modify the 3-D characters until they meet design requirements
  • 4.6 Present model to relevant personnel
5. Present the finished 3D characters to relevant personnel
  • 5.1 Present the finished 3-D characters to relevant personnel
  • 5.2 State how the design decisions have met the 3-D character's design requirements
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.

Project brief and documents may include:
concept drawings
designer’s notes
development environment description
level design document
storyboard
style and design principles
style and medium
target market information
technical design document
technical design review process.
Game environments may include:
alien
fantasy
foreign
historical
naturalistic, for example:
arctic
desert
jungle
mountainous
post-apocalyptic
urban.
Game design may include:
background story:
full motion video (FMV) sequence
storyboard for potential introductory
concept illustrations or graphics that enhance the comprehension of the document
design for all level missions
game mechanics
illustrations of level with all significant points of interest
introduction and overview (one page synopsis)
key selling points, including intended audience, genre and platforms
production details
scripts required for level
synopsis and scripts for each level
title and cover art (art must be colour and of a reasonable resolution for high quality printing)
walk through for at least one mission or level.
Level specifications may include:
level-specific components:
allies
base building and location
cinematic, such as cut scenes
colours
enemies
graphics
health
lighting
non-player characters
resources and their harvesting
sounds and music
weapons
location
stages
transportation devices:
buttons
doors
keys
teleporters
tunnels and passageways.
Game genre may include:
adventure
alternative reality
ancient
casino
cyberpunk
educational
edutainment
fantasy
first person shooter
flight shooter
flight simulation
futuristic
god simulation
massively multi-player online game
massively multi-player online role-playing game
medieval
modern
multi-player
post-apocalyptic
puzzle
racing shooter
racing simulation
real-time strategy
role-playing game
science fiction
side-scrolling shooter
single player
sports
strategy, including:
action strategy
turn-based strategy
tactical combat.
Reference materials may include:
3-D animations
3-D movies
games
magazines
media
movies
people
TV shows.
Design considerations may include:
aesthetics
cultural context
genre
resource limitations and constraints
target market.
Concept art may include:
illustrations
models
settings
sketches
storyboards.
Painting, shading and texturing software may include:
3-D paint
Illustrator
Mudbox
Photoshop
Z Brush.
3-D modelling tools may include:
3ds Max
Blender
Cinema 4D
Houdini
Lightwave
Maya
Modo
XSI
Z Brush.
Shaders may include:
Art style
Blinn-Phong
Comic
Cook-Torrance
Drawn look
Gouraud
Lambert
Oren-Nayar
Phong
Toon
Ward anisotropic.
Personnel may include:
animators
concept artists
game-play designers
graphic designers
instructional designers
modellers
motion capture technicians
other specialist staff
other technical staff
producers
programmers
project manager
sound engineers
team members
technical director
writers.
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:
plan and manage the design process for creating 3-D character models
incorporate design specifications and create complex 3-D character models
produce and deliver documentation showing evidence of concepts creation and design decisions.
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 candidate’s work samples, such as 3-D models or simulated workplace activities
written or verbal questioning to assess candidate’s knowledge of interactive 3-D environments
review of:
3-D design documents
concept art
logbooks
presentations
storyboards
textures.
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.
Replaced By
State Code National Code Title Type
AUU16 ICTGAM526 Create complex 3-D characters for games Unit of competency