Creative blocks occur when designers encounter a period of low creativity or inability to fulfil a creative requirement. Self-doubt is the biggest cause of creative blocks. Designers are the biggest critics of themselves often comparing themselves and their work to other designers with seemingly better work. This comparison leads to the designer having a feeling of incompetence and lack of faith in their work and this results in a creative block. Self-doubt is ordinarily accompanied by a desire to achieve perfection in their work. This untenable goal leads to disappointment and further builds on the self-doubt.
Designers and creatives in general have a great fear of rejection by their clients or target market. Having put a lot of one’s energy and time into the work, being rejected can be a tremendous creative block. This is also closely associated with fear of criticism. Negative criticism, as much as it should be readily accepted, can be detrimental to the creative process. Criticism is however very important to improvement of the work.
Love for one’s work can be the biggest motivation for creatives. If the designer does not love or enjoy their work then most likely they will be facing constant creative blocks and the quality of work generally goes down which compounds the effects of the creative block. Lack of motivation therefore is a very big creative block. It can occur, however, even with the best designers since motivation can be lost due to a myriad of factors including anxiety, depression, illness or lack of payment for services. Anxiety and depression are themselves creative blocks and cause lack of motivation. It is vicious cycle since lack of motivation can then cause anxiety and depression.
Teachers should practise reflective teaching since their experiences, when shared with the learners, will have the best learning impact. The learners will appreciate the importance and value of what they’re learning in real life experiences making the learning even richer. Moreover, reflective practise allows the teacher to elaborate the most important parts of the lesson from the perspective of their most relevant formative experiences (Zeichner, 2008).
References
Zeichner, K. (2008). A critical analysis of reflection as a goal for teacher education. Educação & Sociedade, 29(103).
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