Published
4-12-2025
Type of Work
Conference Presentation
Abstract
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 at SAE University College, 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 SAE 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. We invite further discussion on how this perspective might be more explicitly embedded in creative education, particularly through assessment frameworks that legitimise both production and reflection.
Citation
Di Niro, C., & Muslera, P. (2025, December 4). "The rest is silence": Reframing stasis as integral to creative practice [Conference presentation]. In 30th Annual Australasian Association of Writing Programs (AAWP) Conference: Movement & Stasis, Melbourne, Australia.
Income (grants or other funding)
Other
Funding provided by SAE University College to present at the conference.
Included in
Critical and Cultural Studies Commons, Educational Leadership Commons, Educational Methods Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons