SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Develop single characters for animation 
SAQA US ID UNIT STANDARD TITLE
242647  Develop single characters for animation 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard requires the ability to develop a single character for animation, including character conventions and model sheets. Credited learners are able to present options for a specific character, to refine a character based on feedback, and to obtain approval for the character before developing the character's physiology, physiognomy, colour, style and movement.

Character design impacts significantly on the quality of animation output and limits wasting of resources in the animation process. Competence facilitates quality products, improves marketing by making ideas visible, and thus contributes significantly to the field of visual arts. This is a transferable competence, used not only in animation, but also in advertising, film and video production, etc. In addition, competence to develop quality criteria within given capability parameters is generic in other fields, and enhances the learner's ability to learn by ensuring that they can evaluate their own work.

Credited learners are capable of:
  • Develop criteria for single character design.
  • Evaluate character design criteria in terms of production constraints and capabilities.
  • Present options for character conventions from reference material.
  • Design characters according to identified character design criteria.
  • Create model sheets for single characters. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Art, drawing and design (visual literacy) at NQF Level 4.
  • Language and communication at NQF Level 4 in one language.
  • Photography at NQF Level 4.
  • Draw from life at NQF Level 5. 

  • UNIT STANDARD RANGE 
  • Character development is limited to one character at a time for one animator.
  • Other range statements are included in the unit standard with specific outcomes and assessment criteria, where relevant. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Develop criteria for single character design. 
    OUTCOME RANGE 
    Character design includes physiology (e.g. skin, skeletal apparentness, muscular apparentness, relationships in terms of scale/ratio and positioning, etc.) and physiognomy, colour, style (e.g. degree of realism, level of detail, etc.) and movement of character (e.g. pose), including the required, characteristic, extreme and range of all these aspects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All relevant aspects from given information that impact on character are accounted for. 
    ASSESSMENT CRITERION RANGE 
    Given information sources include scripts, briefs, treatments, storyboards, etc.; information can include background, gender, culture, psychology, emotional states, etc. of characters; character design aspects that could be impacted include character movement, emotion, environments, interactions (with environments and other characters), props, etc.
     

    ASSESSMENT CRITERION 2 
    Identified characteristics of target audience are verifiable in specific sources. 
    ASSESSMENT CRITERION RANGE 
    Characteristics include demographics (e.g. age), culture, visual preferences, socio-economic status, etc.
     

    ASSESSMENT CRITERION 3 
    Criteria for character design are justified in terms of analysis of given information. 

    ASSESSMENT CRITERION 4 
    Potential problems are identified based on given information for all criteria for character design and production requirements. 

    SPECIFIC OUTCOME 2 
    Evaluate character design criteria in terms of production constraints and capabilities. 
    OUTCOME RANGE 
    Production constraints and capabilities include budgets, time, skills, equipment, medium, process components, reproducibility, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Feasibility of criteria is evaluated against all relevant production constraints and capabilities in specific contexts. 
    ASSESSMENT CRITERION RANGE 
    Feasibility of criteria include ease of reproduction, medium, time scale, budget, etc.
     

    ASSESSMENT CRITERION 2 
    Records of evaluation accurately reflect evaluation processes and outcomes. 

    ASSESSMENT CRITERION 3 
    Ranking of criteria in terms of appropriateness facilitates decision-making. 

    ASSESSMENT CRITERION 4 
    Recommendations are justified in terms of specific contexts. 

    SPECIFIC OUTCOME 3 
    Present options for character conventions from reference material. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selected reference materials are relevant for specific purposes. 
    ASSESSMENT CRITERION RANGE 
    Reference materials can include life, existing characters, footage, etc.
     

    ASSESSMENT CRITERION 2 
    Materials are organised and archived according to specified procedures and are accessible. 

    ASSESSMENT CRITERION 3 
    Materials are categorised based on relevance for specific productions. 

    ASSESSMENT CRITERION 4 
    Various conventions of character design are identified from reference materials. 

    ASSESSMENT CRITERION 5 
    Functions and effects of various conventions are explained in terms of all given information. 
    ASSESSMENT CRITERION RANGE 
    Given information includes scripts, briefs, treatments, storyboards, etc.
     

    ASSESSMENT CRITERION 6 
    Character conventions are identified in all reference material. 
    ASSESSMENT CRITERION RANGE 
    Character conventions include approaches in terms of character models/frameworks.
     

    ASSESSMENT CRITERION 7 
    Different character stereotypes are described from reference materials where relevant. 

    ASSESSMENT CRITERION 8 
    Recommendations are justified in terms of verifiable reference material. 

    SPECIFIC OUTCOME 4 
    Design characters according to identified character design criteria. 
    OUTCOME RANGE 
    It is assumed that style is specified in a given visual treatment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Character design meets requirements arrived at through research and all identified potential problems are resolved. 

    ASSESSMENT CRITERION 2 
    Relevant legal requirements regarding copyright are adhered to. 

    ASSESSMENT CRITERION 3 
    Characters adhere to agreed sets of identified conventions per project. 

    ASSESSMENT CRITERION 4 
    Speed and ease of reproduction is taken into account in terms of implications for production. 

    ASSESSMENT CRITERION 5 
    Evaluation is against production specifications and formats and approval is obtained from all relevant persons. 
    ASSESSMENT CRITERION RANGE 
    Evaluation includes feedback from all relevant persons and incorporating feedback to make revisions.
     

    ASSESSMENT CRITERION 6 
    Presentation of drafts/possibilities include diverse and similar characters, and characters are revised based on feedback. 

    ASSESSMENT CRITERION 7 
    Storage and archiving meet specified requirements and procedures. 

    ASSESSMENT CRITERION 8 
    Relationship of character with audience is justified in terms of specific context requirements. 
    ASSESSMENT CRITERION RANGE 
    Relationship includes whether audience identifies with characters, alienated from the character/s, desired emotional response of the audience to the character, etc.
     

    SPECIFIC OUTCOME 5 
    Create model sheets for single characters. 
    OUTCOME RANGE 
    Model sheets address the character face, entire body, and any other critical features, as well as props. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Construction formulas identify shapes. 

    ASSESSMENT CRITERION 2 
    Scale, spatial relationships, joints and pivots are clearly indicated, views of full body, face, and any other important features are provided from at least three different viewpoints/angles, and character construction and models adhere to design decisions. 

    ASSESSMENT CRITERION 3 
    Colour and style are accurate, colour palettes supply accurate samples of all necessary colours for all identified aspects of the character, and presentation of colour palettes meets production and medium requirements. 
    ASSESSMENT CRITERION RANGE 
    Presentation can include digital, paint, etc.
     

    ASSESSMENT CRITERION 4 
    A range of characteristic poses and facial expressions are clearly represented across a range of identified emotions and can be replicated. 

    ASSESSMENT CRITERION 5 
    Presentation format adheres to production requirements. 

    ASSESSMENT CRITERION 6 
    Storage and archiving meet specified requirements and procedures. 

    ASSESSMENT CRITERION 7 
    All relevant notes regarding technical information and parameters are supplied where relevant. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Character design, aspects that impact on character and character conventions, their functions and effects (including character stereotypes).
  • Methods to determine criteria for character design and feasibility of criteria.
  • Characteristics of target audience and relationship of characters with audiences.
  • Speed and ease of reproduction and implications for production.
  • Production specifications and formats.
  • Storage and archiving requirements.
  • Model sheets, construction formulas and character models (e.g. shapes, scale, spatial relationships, joints and pivots, colour, style, views of full body, face, and any other important features, characteristic poses and facial expressions, identified emotions).
  • Colour and style, colour palettes and presentation of colour palettes.
  • Local art, including contemporary art and culture influence on aesthetics of animation.
  • Symbolic communication, and creating meaning out of a drawing, including iconography, cultural relevance, and mood.
  • Legal requirements, including copyright, and intellectual property. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions, when potential problems are identified based on given information for all criteria for character design and production requirements, ranking of criteria in terms of appropriateness facilitates decision-making, character design meets requirements arrived at through research and all identified potential problems are resolved. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when approval is obtained from all relevant persons. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when materials are organised and archived according to specified procedures and are accessible, relevant legal requirements regarding copyright are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when identified characteristics of target audience are verifiable in specific sources, criteria for character design are justified in terms of analysis of given information, materials are categorised based on relevance for specific productions, various conventions of character design are identified from reference materials, functions and effects of various conventions are explained in terms of all given information, character conventions are identified in all reference material, different character stereotypes are described from reference materials where relevant and recommendations are justified in terms of verifiable reference material. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation, when records of evaluation accurately reflect evaluation processes and outcomes, presentation of drafts/possibilities include diverse and similar characters, and characters are revised based on feedback, storage and archiving meet specified requirements and procedures, relationship of character with audience is justified in terms of specific context requirements, a range of characteristic poses and facial expressions are clearly represented across a range of identified emotions and can be replicated, presentation format adheres to production requirements, and all relevant notes regarding technical information and parameters are supplied where relevant. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when scale, spatial relationships, joints and pivots are clearly indicated, scale and spatial relationships are clearly indicated, colour and style are accurate, views of full body, face, and any other important feature are provided from at least three different viewpoints/angles, and colour palettes supply accurate samples of all necessary colours for all identified aspects of the character. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when all relevant aspects from given information that impact on character are accounted for, feasibility of criteria is evaluated against all relevant production constraints and capabilities in specific contexts, recommendations are justified in terms of specific contexts, selected reference materials are relevant for specific purposes, and presentation of colour palettes meet production and medium requirements. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. South African Film Institute 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.