Elements and Performance Criteria

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.

Requirements may include:
assets for integration
collaboration with other team members
creative expectations
design specifications
output format
technical specifications
time lines.
Purpose of 3-D digital models may be for:
animations
digital simulations:
architectural models
e-learning resources
demonstration of processes and procedures.
Modelling techniques may include:
NURBS
polygonal
primitives
sculpt
splines and patches.
Production documentation may include:
animatics
brief
storyboard
technical specifications.
Relevant personnel may include:
3-D designer or concept artist
3-D modeller
art director
director
head of department
matte painter
other technical or specialist personnel
producer
project manager
storyboard artist
supervisor
technical director.
Production may include:
animated productions
commercials
digital media products:
e-learning resources
games
simulations
virtual worlds or environments
documentaries
feature films
filmed events or performances
music video
short films
television productions.
Software may include:
3-D:
Studio Max
Maya
Softimage
graphics:
Illustrator
Photoshop.
Delivery platform may include:
broadcast television
CD
DVD
film
internet
kiosk
mobile phone
personal digital assistant (PDA)
other digital devices.
Reference materials may include:
books
concept drawings and designs
direct observation of actions to be simulated in 3-D models
real object on which models are to be based
still images
videos.
Progressively refine may relate to:
achieving required shape
achieving required topology.
Integrity may include checking aspects of:
double faces
isolated vertices
pivot points
resetting transform
scale of models relative to other components in final sequences.
Format may include:
AVI
IFF
JPEG
MPEG
PNG
Quicktime
Targa
TIFF.

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 3-D digital models
create 3-D digital models that:
demonstrate the application of simple 3-D modelling techniques
demonstrate efficient use of geometry and attention to detail
meet design requirements
work collaboratively with other members of the design and development team
meet 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
direct observation of candidate liaising with client and other members of the production team
verbal or written questioning of issues and challenges that arise in the context of creating 3-D digital models
review of fault-finding exercises
evaluation of reports or logbooks.
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.