‘The rest is silence’ – Reframing stasis as integral to creative practice

This duoethnographic study examines the relationship between motion and stasis in creative practice through the lens of two creative educators working in postgraduate and undergraduate creative industries. Drawing on our combined experiences as practitioners and educators, we explore how creative blockages can be reframed as productive rather than problematic, challenging dominant productivity paradigms in contemporary creative industries and education. Through structured dialogic exchange, we investigate three interconnected themes: the rhythmic nature of creative practice, the pedagogical value of embracing productive stasis, and the tension between institutional timelines and creative development. We consider how encouraging creative tertiary students to accept periods of stasis may benefit them as they enter the creative workforce, where such rhythms are often intrinsic to professional practice. By recognising the generative potential of apparent non-productivity, we suggest students can be better prepared for the realities of creative careers. This research contributes to ongoing scholarly conversations about creative pedagogy by offering a more textured understanding of creative processes – one that questions the pressure for constant innovation and instead advocates for deeper, more sustainable forms of engagement.