Higher Certificate in 3D Animation Modelling and Design

Purpose

The purpose of the Higher Certificate in 3D Animation Modelling and Design is to provide learners with foundational knowledge and skills related to entering the animation industry as a 3D artist. The qualification will provide essential insights into the potential of furthering one's academic path in 3D animation studies; as well as provide knowledge and awareness of possible career paths within this field.

This qualification provides learners with a basic introductory overview of each area within the 3D animation medium, namely: texturing, lighting, rendering, and animating. These components support the focus of the qualification which is 3D modelling and design.

Learners who attain this qualification will be competent 3D artists with honed knowledge and technical control within the realm of 3D modelling. This qualification will improve the quality of 3D animation in South Africa by providing an entry-level, general competence that can be developed to improve international competitiveness.

Qualifying learners attain skills relevant to the 3D animation medium. Throughout the qualification, learners will learn various techniques regarding previsualization, where they learn how to plan, conceptualise, and develop an idea. Through each practical project, learners will gain an understanding of how to operate the relevant software, as well as how to correctly implement workflow-specific techniques. These assignments also grow the learners' time management skills in relation to larger-scale projects, where they must also manage their electronic files effectively and efficiently. As this qualification is centred around 3D modelling, learners will learn the various techniques and methods relating to both hard-surface and organic workflow pipelines. This qualification also introduces learners to the process of creating appropriate light rigs and textures; as well as basic animation skills where learners must correctly apply animation principles. Lastly, learners will gain relative knowledge relating to rendering and scene optimisation, while adhering to strict project brief requirements.

Learners will attain knowledge pertaining to the history of animation, the relevant workflows associated with each 3D animation pipeline, the production process (namely modelling, texturing, lighting, animation, compositing, and rendering), previsualisation, conceptualisation, editing principles, cinematography, operating systems, and the ethical sourcing of resources.

Rationale

The Higher Certificate in 3D Animation Modelling and Design aims to

• Provide an opportunity for learners to gain insight into the potential of 3D Animation in a one-year introductory qualification.
• Widen access to quality education in the 3D animation field.
• Give learners the necessary exposure, information, and skills to pursue a career in this ever-growing field.

To become a skilled 3D artist, a wealth of knowledge and experience is required. There is a demand for 3D asset production in a multitude of industries, namely architectural mock-ups, product visualisation or simulations, and by extension 3D artists. The United States of America, Canada and South Korea are amongst the largest contributors to this market due to the sheer number of animators within each country. The U.S. Bureau of Labor Statistics 2020 Census confirmed around 62,400 multimedia artists and animators, with an expected employment growth to reach 72,300 in 2030. Another large industry competitor is India, with over 50,000 3D artists and animators in 2022.

South Africa could compete with these markets. In South Africa, a large percentage of 3D animators working in industry are self-trained. This is compounded by graphic design competence being put forward as 3D animation competence. To secure employment, it is important to develop a showreel or portfolio of work, regardless of the market or specialisation. Graduates with this qualification will gain employer recognition not only by means of a portfolio but also a qualification, which in turn will prove South Africa's credibility to provide well-rounded, educated 3D artists. Graduates will understand the processes involved, as well as their own value in the production pipeline. The introductory qualification will also contribute to the development of the local 3D animation industry so that international recognition can be enhanced, helping 3D animation become a South African cultural product outlet.

It is envisaged that the qualification will have a growing learner intake. The qualification aims to instil introductory sound animation principles, and techniques in learners while providing them with the skills to view their craft as a viable business.

Learners exiting the qualification will have foundational knowledge and a basic portfolio, allowing them to contribute as juniors in an animation team/agency.

On completion of this qualification, learners will be able to contribute to the ever-growing 3D animation field. Learners will graduate as confident, professional individuals who can either join an animation agency as a junior 3D artist or grow the South African animation industry themselves by becoming independent contractors.

The qualification is discipline-specific in line with industry requirements of being able to work in a specialised field. The qualification will enable learners to glean insights into the specialist field and acquire the foundational knowledge to study further for a Degree in 3D Animation or related qualification.

Currently, several institutions provide either Higher Certificates or short courses in 3D animation, both on-campus and online. While there are similarities regarding qualification structure and content where a general focus is placed on the main animation pipelines such as modelling, texturing, lighting, animating, and rendering, there are some differences between these qualifications.

Therefore, the institution has gained invaluable knowledge and experience pertaining to the medium fundamentals of 3D animation and what the industry requires in relation to employability. With this wealth of knowledge, the institution has tailored and structured the Higher Certificate in 3D Animation Modelling and Design with a keen emphasis on 3D modelling to include the necessary skills, theory, techniques, and knowledge that are required for a learner to either enter the industry; kickstart their own business or continue their education within the field of 3D Animation.

Recognition of Prior Learning (RPL)

Recognition of prior learning (RPL) plays a vital role in the country's skills development agenda, as represented in leading documents such as the New Growth Path, the National Qualifications Framework Act, the National Skills Development Strategy (NSDS) and the Human Resource Development Strategy.

RPL for access

• Enrolled learners, or learners who wish to enrol, may apply for recognition of prior learning for this qualification.
• This process involves an assessment of previously unrecognised skills and knowledge an individual has attained outside the formal education and training system.
• The institution ensures that all potential candidates for enrolment and all current learners have access to the institution's Policy for the Recognition of Prior Learning Policy and Procedures.

The institution promotes the need for individuals to continue improving their knowledge and skills by completing additional education and training qualifications/workshops towards their formal qualifications. Furthermore, additional structured education and training will improve the learner's employment opportunities as they will be recognised for their formal learning.

RPL for credits

• Candidates who apply for RPL will receive credit for units/modules of competency if they are able to display the necessary knowledge, skills and learning that meet the performance criteria of the units/modules of competency for which the candidate is applying through RPL.
• A maximum of 50% of the entire qualification can be exempt from RPL assessments, meaning that a maximum of 60 credits of the 120 credits qualification can be acknowledged through RPL.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4 without endorsement.

This qualification consists of the following compulsory and elective modules at NQF Level 05 totalling 120 Credits.

Compulsory Modules, Level 5, 105 Credits

• Drawing and Narrative, 15 Credits.
• 3D Production Theory, 10 Credits.
• 3D Software Essentials, 20 Credits.
• 3D Animation: Modelling and Design, 60 Credits.

Elective Modules, Level 5, 10 Credits (Select one of the following module choices)

• Academic Practice, 10 Credits.
• Entrepreneurship, 10 Credits.

AND

Elective Modules, Level 5, 5 Credits (Select one of the following module choices)

• 3D Shading and Rendering, 5 Credits.
• 3D Animation Fundamentals, 5 Credits.

1. Demonstrate the ability to organise and manage information about the animation medium and its relative pipelines according to specified requirements.
2. Demonstrate the ability to recognize, understand and implement the various tools, techniques and methods required for 3D modelling, where emphasis is placed on the correct application of style, volume, and presentation.
3. Demonstrate the ability to design and develop 2D assets while adhering to an industry-simulated brief.
4. Demonstrate the ability to translate 2D concepts into 3D space and present the end product professionally.
5. Display a basic practical understanding of the processes of conceptualisation and planning, problem-solving, and execution while adhering to specific brief limitations.
6. Demonstrate the ability to compile and present work in a professional manner (verbally, visually and written).

Associated Assessment Criteria for Exit Level Outcome 1

• Efficiently gather information from various reliable sources, and correctly and appropriately apply that knowledge to theoretical and practical assignments.
• Effectively communicate gathered knowledge and information in a reliable and accurate manner using correct terminology and conventions that are considered an industry standard within the animation field.

Associated Assessment Criteria for Exit Level Outcome 2

• Correctly apply appropriate tools, techniques, and methods.
• Correctly analyse and apply style traits and characteristics to a specific assignment.
• Display an understanding of shape, volume, proportion, and form within the 3D medium.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply the principal elements of design (symmetry, line, pattern, style, volume, form etc.) to 2D elements and design by conducting research and applying the acquired knowledge.
• Present the final 2D design in a professional manner that adheres to the specifications of the supplied brief.

Associated Assessment Criteria for Exit Level Outcome 4

• Successfully translate 2D sketches and designs into a finalised 3D model.
• Present the final 3D asset in a professional manner that adheres to the specifications of the supplied brief.

Associated Assessment Criteria for Exit Level Outcome 5

• Successfully analyse the requirements of the supplied brief and design and develop a product/element/design/prop that matches the brief requirements.
• Adhere to the specifications of the brief regarding style, format, time constraints and project limitations.
• Conceptualise, plan, and develop an idea based on set requirements.
• Successfully see a project through from conceptualization to execution, where the final product is finalised and presented professionally.
• Solve a problem through research, trial and error and revisions to develop learners' ability to recognise a problem and correct it.

Associated Assessment Criteria for Exit Level Outcome 6

• Produce a body of work at the end of each term that shows technical consistency.
• Organise and manage one's time and activities effectively by completing assignments timeously.
• Correctly apply the appropriate tools and techniques to successfully present each final submission in a professional manner that meets specific industry and brief requirements.

INTEGRATED ASSESSMENT

The qualification is evaluated based on integrated assessment principles which are used to achieve an alignment between approaches to assessment and the various learning outcomes.

Learners will be continuously assessed throughout the programme which will include a combination of formative (conducted during the learning process) and summative (undertaken at the end term) assessments. The successful combination of formative and summative assessments will assist in the evaluation of learners within the framework of the programme. Examples of formative assessments will include progress marks, peer feedback and in-class quizzes; whereas summative assessments will consist of theoretical assignments such as tests or written assignments, and practical submissions that aim to solidify the knowledge each learner has gained throughout the term in the form of a completed, professionally presented, 3D model.

The assessment criterion is based on each of the learning outcomes of the qualification where assessments will be performance-based and focus on the ability of the learners to apply their knowledge, practical skills, and applied competence. The assessment criterion will also outline the various degrees of assessment for specific learning outcomes that require a deeper understanding of previous concepts and skills. Furthermore, learners must demonstrate that they can achieve the learning outcomes in a manner that is integrated and can deal with ever-changing demands related to the environmental conditions in occupational contexts.

These assessment criteria include a thorough look at each learner's technical control within the context of the project, the overall presentation of the submitted work, as well as their observational ability and aesthetic skills. All of these categories are key components in the 3D medium.

Learners who qualify must display the ability to assimilate concepts, designs, and practical knowledge and skills across the various learning outcomes to achieve the purpose of the qualification. Evidence will be required that the learner can achieve the exit-level outcomes of the qualification. Namely, successfully conceptualise a solution to an industry-simulated brief and create a polished, professionally presented 3D model.

Experience in the workplace may be recognised when assessing this qualification if the outcomes are aligned with the learning outcomes and standards of the qualification. Evidence of integration may be produced by learners when being assessed against Associated Assessment Criteria and separate assessment for integration may not be required.

Formative assessment can be employed during learning towards the AACs and during integration to achieve exit-level outcomes, and to ensure that integration takes place when summative assessment is employed.

The assessment methods used should be suitable for assessing practical competence and should be linked to the learning process. Integrated assessment should include performance-based outcomes as well as the rationale behind such performance. All assessments should be conducted in line with well-documented principles such as appropriateness, validity, consistency, feasibility and fairness.

Formative Assessment Strategy

Learners will be continuously assessed during each qualification and related project to ensure the necessary competencies in all components of this qualification have been achieved.

The following formative assessment methods will be utilised in the qualification

• Direct observation.
• Practical assignments.
• Oral reports and discussions.
• Applied research assignments.
• Practical exercises and demonstrations.
• Short answer questions.
• Tests and theoretical assignments.
• Audio-visual presentations.
• Critique sessions and feedback.
• Academic research assignments.
• Group workshops.

Informal assessments and feedback will be conducted through regular group critique sessions as well as one-on-one critique sessions with the qualification coordinator and subject specialists.

Summative Assessment Strategy

Summative assessments will take place at the end of each term where learners must achieve the necessary learning outcomes relevant to each term.

The following applies with regard to summative assessments

Learners will present a review of their practical work to the internal examiner(s) who will assess the learner's progress up to that point.

Examiner(s) will offer applicable advice to assist the learner in achieving the desired high standard of excellence associated with the qualification.

This will allow the examiner(s) an opportunity to identify learners who are struggling with the current content and offer additional support and guidance to ensure learners are successful with their future assessments.

All assessment is completed internally - no external examiners are appointed for this qualification.