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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Analyse motion 
SAQA US ID UNIT STANDARD TITLE
242639  Analyse motion 
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
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
The purpose of this unit standard is to enable learners to analyse references of motion using own-generated methods or models. Credited learners can source motion references that are relevant for intended motion and motion outcomes from appropriate sources, analyse motion in terms of time and structure and represent motion accordingly.

The analysis of motion impacts significantly on the quality of animation output, and contributes significantly to the field of visual arts. The observational and interpretative competence required for analysis of motion is a generic, transferable set of competence that can be applied in many visual art or related fields, including animation. In addition, competence to gather and interpret reference material is also generic in other fields, such as social studies, and enhances the learner's ability to learn by ensuring that they can gather relevant information and interpret it within its context and for a specific purpose.

Credited learners are capable of:
  • Sourcing motion references appropriate for intended motion and motion outcome.
  • Timing motion by means of mimicking.
  • Breaking down motion into simplified representation.
  • Identifying key positions and in-betweens for intended motion and motion outcome.
  • Enhancing representations of motion analysis according to specific characteristics. 
    		•

    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 the learner has already achieved the following competencies:
  • Language and communication at NQF Level 4 in one language.
  • Art, drawing and design (visual literacy) at NQF Level 4.
  • Understanding relevant physics concepts such as Newtonian laws of mass in motion at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    Range statements are included in the unit standard with specific outcomes and assessment criteria, where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Source motion references appropriate for intended motion and motion outcome. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sourced motion is relevant for specific intended motion. 

    ASSESSMENT CRITERION 2 
    Range of references sufficiently represents intended motion. 

    ASSESSMENT CRITERION 3 
    References are categorised according to given procedures and are accessible. 

    ASSESSMENT CRITERION 4 
    Motion types and motion outcomes are accurately identified. 

    SPECIFIC OUTCOME 2 
    Time motion by means of mimicking. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Drama and emotion are recognised in objects and subject matter. 

    ASSESSMENT CRITERION 2 
    Specific qualities of objects are recognised. 

    ASSESSMENT CRITERION 3 
    Range of qualities sufficiently represents intended motion. 
    ASSESSMENT CRITERION RANGE 
    Qualities include weight, elasticity, speed, mechanics, emotion, attitude, etc.
     

    ASSESSMENT CRITERION 4 
    Evaluation for timing is effective in terms of qualities. 

    ASSESSMENT CRITERION 5 
    Time is accurately recorded. 

    ASSESSMENT CRITERION 6 
    Relevant principles of motion are accurately recognised/identified. 
    ASSESSMENT CRITERION RANGE 
    Principles of motion include Newtonian principles.
     

    SPECIFIC OUTCOME 3 
    Break down motion into simplified representation. 
    OUTCOME RANGE 
    Simplified representation includes, for example, thumbnails, and includes characteristics of movement only, not, for example, features of movement; sound is included, if available. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Analysis reflects structural characteristics. 

    ASSESSMENT CRITERION 2 
    Specific qualities of objects are recognised. 

    ASSESSMENT CRITERION 3 
    Breakdown is justified in terms of acting out and timing information, and sourced references. 

    ASSESSMENT CRITERION 4 
    Overall rhythm is found to identify broad structures of motion before focusing on detail. 

    ASSESSMENT CRITERION 5 
    Crucial start and end points of motion are accurately identified. 

    ASSESSMENT CRITERION 6 
    Break down is justified in terms of animation principles. 

    SPECIFIC OUTCOME 4 
    Identify key positions and in-betweens for intended motion and motion outcome. 
    OUTCOME RANGE 
    Sound is included, if available. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key positions are accurately described and differentiated from in-betweens. 

    ASSESSMENT CRITERION 2 
    Key positions and in-betweens are justified in terms of references, mimic and time information and breakdown. 

    ASSESSMENT CRITERION 3 
    Level of detail is justified in terms of given specifications. 
    ASSESSMENT CRITERION RANGE 
    Level of detail is the number of in-betweens.
     

    ASSESSMENT CRITERION 4 
    Key position level of detail and accuracy is adequate to suggest required transformations in in-betweens. 

    ASSESSMENT CRITERION 5 
    Timing and spacing of in-betweens is based on references, mimic and time information and breakdown. 
    ASSESSMENT CRITERION RANGE 
    Timing and spacing should be considered in terms of naturalness, and not simply mechanics (i.e. easing in and easing out).
     

    ASSESSMENT CRITERION 6 
    Relevant principles of motion are recognised. 
    ASSESSMENT CRITERION RANGE 
    Principles of motion include Newtonian principles.
     

    ASSESSMENT CRITERION 7 
    Key positions and in-betweens are justified in terms of animation principles. 

    ASSESSMENT CRITERION 8 
    Spatial arrangements are represented and changed in line with motion requirements. 

    SPECIFIC OUTCOME 5 
    Enhance representations of motion analysis according to specific characteristics. 
    OUTCOME RANGE 
    For example, characteristics can include angry walking. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Drama and emotion is recognised in objects and subject matter. 

    ASSESSMENT CRITERION 2 
    Specific qualities of objects are recognised. 
    ASSESSMENT CRITERION RANGE 
    Qualities include weight, elasticity, speed, mechanics, etc.
     

    ASSESSMENT CRITERION 3 
    Evaluation for timing is effective in terms of qualities. 

    ASSESSMENT CRITERION 4 
    Enhancements are according to relevant animation principles. 


    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.
  • Recommended ETQA: MAPPP-SETA ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Sources of motion references.
  • Intended motion, motion types and motion outcome.
  • Drama and emotion in objects and subject matter, and specific qualities.
  • Motion breakdown (start and end points, and key positions and in-betweens, representation, structure and rhythm).
  • Spatial arrangements.
  • Animation principles and Newtonian laws of mass in motion.
  • Forces and tensions within the body and that the body is acting out, lines of force in three dimensions, distortion of shape, volume and physiology through strength of, direction of, and resistance to force and tension (e.g. potential force), direction of specific motion, distribution of weight and illustrative visual expression of forces and motion (i.e. staging, the most effective dramatic poses).
  • Lines of motion, gestural poses, actions and active situations, and how motion changes volume, perspective, etc. (methods and visual cues for expression of forces and motion, timing/velocity/speed, primary secondary action and secondary secondary action/secondary motion, follow-through, anticipation and reaction, arc of movement, reversals, snap and recoil, squash and stretch, torque, weightless movement, etc.)
  • Principles and rules of perspective, and linear perspective applied to figures, including depth from specific angles.
  • Characterisation, facial character and expression, personality traits expressed in terms of physical characteristics (physiognomy), and poses to express motion.
  • Skeletal structures of figures, scale, joint angles, jointing, joints, and forces and tensions within the body and that the body is acting out and constraints of physical possibility.
  • Figure proportions, shapes and volume, including measuring models, using the head as standard measurement, dividing up the face, applying a surface to an underlying (skeletal) structure, muscle groups, etc.
  • Objects and volume in specified space or environments, including shapes and shape relationships, scale, scale relationships, and changes due to linear perspectives.
  • 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 crucial start and end points of motion are accurately identified, break down is justified in terms of animation principles and key positions and in-betweens are identified for intended motion and motion outcome. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to source motion references appropriate for intended motion and motion outcome and when overall rhythm is found to identify broad structures of motion before focusing on detail. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when time is accurately recorded. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to time motion and when relevant principles of motion are recognised. 

    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 motion analysis reflects structural characteristics, breakdown is justified in terms of acting out and timing information, and sourced references, and spatial arrangements are represented and changed in line with motion 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
    Fundamental  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "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. QUARPHIX (PTY) LTD 
    2. VUTHLARI MARKETING CONSULTING 


    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.