Diploma in 3D Animation

Purpose

The Diploma in 3D Animation is a career-orientated and industry-focused qualification. The qualification as a whole exposes the learner to a highly specialised area of digital visual communication and equips them with the necessary knowledge base, theory, methodology of discipline combined with sophisticated technological abilities to enter the creative 3-D design and animation field confidently.

The qualification promotes the objectives of the NQF by producing a well-rounded graduate with a vocational and career-orientated qualification at NQF Level 6 at the exit point. The design of the qualification is around the three common types/levels of competence; therefore, it provides for:

• Learning activities to obtain discipline-specific (foundational) knowledge,
• The application of theory (practical and procedural competence), and
• Learning through simulated assignments as well as compulsory work-place experience to develop the ability to adapt and transfer foundational and practical knowledge to deal with everyday challenges in this particular field of work.

The qualification provides sufficient opportunity for the learner to, develop and demonstrate initiative and responsibility in an academic sense right from the start.

The qualification requires learners to make decisions and solve problems in executing every single assignment. Once qualified, the learner will have a wide range of career options such as interactive entertainment, video and computer games, virtual environments for feature films, scientific animation, advertising, corporate promotions and presentations, education and training and interactive multimedia design. They may also choose to offer such services through their business enterprise.

Rationale

The Diploma in 3D Animation qualification provides exciting career opportunities. It addresses the human resource development needs of the country. There is a need for specialised knowledge in the field of 3-D design and digital animation. Therefore the industry requires a skilled labour force to enter the film, TV, video, multimedia design, architectural and medical as well as public health industry. This need is related to a combination of factors, among other things the increasing sophistication in corporate/brand marketing, the rapid growth in electronic multimedia entertainment, as well as the growth in the local video, TV and film industry.

The qualification provide prospective learners with knowledge of the 3D design environment combined with different vital skills to build a successful career in this particular field of work. Over 25 per cent of all TV commercials, today include some or other form of animated images and digital compositing. As the world's best-selling 3D modelling, animation and rendering solution, 3D Studio Max software plays a central role in the rapidly growing digital art and advertising industry. Other companies use Java software instead. When applied in conjunction with the 3-D design software, Adobe Premiere allows for a wide variety of composing, post-production and audio enhancements to the source material. These are some of the relevant design and animation software the learners are exposed to and seek to master to a professional level of competence.

The ideal learners are those who

• Wish to be equipped with an understanding of different related disciplines combined with detailed knowledge to be able to enter into the 3-D design and animation labour market.
• Seek a learning qualification that is tailor-made for the needs of the entertainment, architectural and health communication industry. Wish to combine interpersonal, computer and creative skills in a career context.
• From previously disadvantaged communities or denied access to formal learning qualifications.
• Have worked in this particular industry for some time, but have no formal qualification that limits job promotion and security of income.
• Wish to obtain a formal qualification that makes it easier to move up the value chain.
• Have recently left school after receiving the National Senior Certificate, or equivalent qualification, and wish to complete tertiary education in preparation for a career in this field.
• Who wants to acquire a qualification aligned with the NQF that will enable them to continue with a further qualification at a higher (more advanced) level in this particular discipline.

The qualification seeks to give learners from historically disadvantaged communities more full access to learning opportunities to address the imbalances of the past to achieve increased equity.

Recognition of Prior Learning (RPL)

The qualification allows for open access; therefore, the institution made provision for recognition of prior learning.

The institution provides learners with the opportunity to

• Gain access to the qualification,
• Obtain the qualification in part through the RPL process, or
• Obtain advanced placement in the prescribed learning qualification (fast-tracking).

Learners may gain credit for specific modules completed elsewhere, or in a relevant qualification previously completed at this institution or an external institution (CAT).

RPL learners must demonstrate competence in respect of specific detailed knowledge, skills and attitudes about this qualification. Through RPL, leaners also have the opportunity to enter into more advanced qualification sooner and further their studies to acquire additional qualifications. The specific form of assessment to determine the extent of RPL will depend on evidence produced by each learner. In the case of the learner not being able to provide a certificate of credits gained, the assessment will at least involve the presentation of a portfolio of practical work as a demonstration of applied knowledge and skills. Part of the requirements in case of an application for RPL is that the learner must fill out a questionnaire accompanied by a portfolio of evidence of prior learning. The RPL Guide indicates all necessary particulars.

Entry Requirements

The entry requirements for this qualification are

• National Senior Certificate, NQF Level 4, granting access to Diploma studies.

Or

• National Certificate Vocational, NQF Level 4, granting access to Diploma studies.

Or

• Senior Certificate, NQF, Level 4.

This qualification consists of the following compulsory modules at Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules, Level 5, 120 Credits

• Foundations of Drawing, 5 Credits.
• Drawing, 10 Credits.
• 3D Animation 1, 30 Credits.
• Design in Context, 5 Credits.
• 3D Computer Graphics, 20 Credits.
• Creative Thinking, 10 Credits.
• Applied 3D Animation 1, 25 Credits.

Compulsory Modules, at Level 6, 120 Credits

• Drawing for Animation, 20 Credits.
• 3D Computer Graphics 2, 35 Credits.
• 3D Animation 2, 35 Credits.
• Applied Animation 2, 15 Credits.
• Entrepreneurship, 15 Credits.

Compulsory Modules at Level 7, 120 Credits

• Script Writing for Animation, 10 Credits.
• 3D Computer Graphics 3, 25 Credits.
• 3D Animation 3, 25 Credits.
• Applied 3D Animation 3, 20 Credits.
• Work-Integrated Learning, 40 Credits.

1. Demonstrate detailed knowledge and an understanding of the critical areas and practices of 3D Animation, including identifying and comprehending the key terms, concepts, facts, and principles.
2. Demonstrate an understanding of different forms of knowledge, schools of thought and ways of explanation within the field of 3D Animation, including operation or practice, and awareness of knowledge production processes.
3. Evaluate, select and apply appropriate methods, procedures or techniques in investigation or application of processes within the field of 3D Animation.
4. Identify, evaluate and address problems, applying evidence-based solutions in 3D Animation.
5. Demonstrate an understanding of the ethical implications of decisions and actions based on an awareness of the complexity of ethical dilemmas within the field of 3D Animation.
6. Evaluate different sources of information, select appropriate information and apply well-developed processes of analysis, synthesis and evaluation of information related to 3D Animation.
7. Present and communicate complex information through appropriate occupational conventions, formats and technologies in 3D Animation practice contexts.
8. Make decisions and act appropriately based on an understanding of the relationships between 3D Animation and of how actions, ideas or developments in one system impact on other systems.
9. Demonstrate sensitivity to and an understanding of problems regarding 3D Animation not solvable in isolation, which includes awareness of the digital divide and different levels of expertise on 3D Animation matters existing in different environments.
10. Evaluate own performance, address personal learning needs and contribute to the learning of others regarding acquiring 3D Animation knowledge.

Associated Assessment Criteria for Exit Level Outcome 1

• Conceptualise and have detailed knowledge of the scope, features, work environment and challenges related to 3D Animation field.
• Identify and comprehend the common challenges associated with 3D Animation and effective means of addressing it.
• Comprehend contemporary issues, the critical role players, their respective inputs, responsibilities and trends in the 3D Animation environment.

Associated Assessment Criteria for Exit Level Outcome 2

• Differentiate between fundamental, conceptual and applied knowledge related to 3D Animation.
• Comprehend Systems, sub-systems and the interrelatedness between system components about 3D Animation, including 3D Animation, 3D Computer Graphics, Applied 3D Animation and Scriptwriting.
• Identify and evaluate dilemmas, principles and concepts relevant to 3D Animation practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Comprehend the requirements and follow procedures relating to 3D Animation within a company or organisation.
• Select and apply appropriate methods and procedures in 3D Animation practices.
• Implement and review processes to ensure successful execution of 3D Animation projects.
• Utilise relevant computer software programmes to perform tasks associated with 3D Animation.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify problems encountered in 3D Animation practices and seek appropriate, practical solutions.
• Execute troubleshooting tasks and comprehend its impact on business information management as well as associated operations.
• Devise actions to appropriately address problems and identified errors in 3D digital animation tasks.

Associated Assessment Criteria for Exit Level Outcome 5

• Behave professionally in executing 3D Animation tasks, e.g. during the engagement with customers and fellow production team members.
• Comply with a Code of Ethical Conduct when dealing with all stakeholders.

Associated Assessment Criteria for Exit Level Outcome 6

• Distinguish between multiple and suitable sources of information in the 3D Animation environment.
• Apply appropriate methods of information collection, e.g. through engagement with co-producers, clients, and troubleshooting processes, and judge its validity against best 3D Animation practices.

Associated Assessment Criteria for Exit Level Outcome 7

• Use practical communication skills in performing work-related tasks that should include interpersonal skills such as talking, listening and writing skills as well as electronic, occupational conventions, formats and technologies in 3D Animation practice contexts communication specific to the world of 3D animation.
• Professionally communicate decisions and solutions.

Associated Assessment Criteria for Exit Level Outcome 8

• Apply processes and procedures concerning the planning, staging and review and assessment of 3D Animation projects in a holistic manner.
• Utilise a variety of support and allied services concerning 3D Animation in an integrated manner.

Associated Assessment Criteria for Exit Level Outcome 9

• Make feasible and informed decisions regarding 3D Animation confidently, e.g. in executing 3D Animation projects.
• Follow processes and procedures concerning the staging and review and assessment of 3D Animation in a holistic manner.
• Utilise a variety of support and allied services concerning 3D Animation.

Associated Assessment Criteria for Exit Level Outcome 10

• Plan and execute tasks in an organised manner to ensure completion at required dates according to a feasible timeframe and priority list.
• Plan and monitor personal learning progress and take appropriate steps to close knowledge gaps, e.g. through acceptable methods of information gathering.
• Engage with others in sharing 3D Animation knowledge but also work independently to grow continuously as a lifelong learner.
• Work effectively in a team or group, take responsibility for own actions and decision-making, and use resources related to 3D Animation practices responsibly.
• Plan, manage, organise and execute 3D Animation projects responsibly, including the use of available resources.
• Be accountable for own decisions and actions relating to 3D Animation and associated activities.
• Be co-responsible for decisions and influence decisions of fellow workers or stakeholders regarding 3D Animation.

Integrated Assessment

The institution conducts assessment in line with the institutional Assessment Policy that states that evaluation of competence is an integral part of the qualification. Secondly, the institution performs assessment throughout the qualification as:

• A mechanism to monitor learning progress,
• Identify areas for remedial intervention, or
• Guidance to individual learners towards further learning (formative assessment).

The qualification utilises a combination of appropriate formative and summative assessment methods at fundamental, intermediate as well as advanced level. These include orals, written tests, examinations and practical assignments. The institution assesses the learning progress of learners through individual presentations during group seminars, and one-to-one consultations between a learner and the lecturer. Summative assessment refers to evaluation of competence in terms of achieving all outcomes at the end of each module and the qualification as a whole.

Since the execution of job-related tasks requires the integration of theory and the application of knowledge as well as skills, then the conduct of assessment practice should be along the same line. The assessment methods will be suitable to assess mastery of knowledge, on the one hand, the ability to apply knowledge, on the other, or in combination. Different outcomes are thus also assessed in a combined manner. Assessors can use integrated assessment to assess a combination of specific outcomes from different related modules simultaneously at a given point.