風暴之間

Storm Room

2017

影像裝置
繪畫裱褙於木板、單頻道錄像 

video device
Painting mounted on wood panel, single channel video 

風暴之間

Storm Room

2021

影像裝置
繪畫裱褙於木板、單頻道錄像 

video device
Painting mounted on wood panel, single channel video 

”那時,我覺得這是此生畫出最像、且永遠不能再超越的龍捲風了“

人類憑藉所獨有的表象能力,將想像顯現為可見的內在衝動,形塑了這個世界。正因為表象有別於形象與符號,始終是指向超越性的,因此從某種意義來說,繪畫亦可說是作者為他所接受到的東西所賦予的形式;而其所能揭示的向度,絕非拘限於那些已在那的,也絕非可在世界之中被窮盡其詮釋的。關於風,即便也有可視的部分,但追究其繪畫對象的內涵,則不是再現那視覺的形式,而是關乎感覺的運動,事實上,繪畫的每個筆觸都在試圖重複著一種感覺上的真實。

一次與朋友的聚會中,我們討論著「自己(可能的)做創作的源頭是什麼?」這個主題;當話題聊到兒時繪畫的經驗時,我想起了一段記憶——那時年紀很小,只記得我非常專注地拿著鉛筆在紙上刮擦,我的臉貼著紙,線條飛速般堆疊著,重複、重複、再重複,超過了視覺所能掌握的範疇;那個龍捲風,是我當時覺得畫過最像的東西了。

《暴風之間》這個計畫中,我到了幾間小學裡與小一的孩子們相處,簡單問了他們:「你們知道“風”長什麼樣子嗎?」,他們毫不猶疑、大聲地回答著:「知道~~」。然後,我們一起畫著風、度過了一段時間——我觀察著,孩子們有些閉著眼睛狂力地發洩著、有些柔柔地拿著筆輕淡地刷著紙、有些趴在地上大幅度地舞動手臂、有些反覆地在一個小點上不斷圍繞;就像這樣,一幅幅“風的影像”自然地生產出來。最後,我蒐集了這些孩子的畫,拿來填滿了一個房間。

走進這個被“風”所圍繞的房裡,像進入了一個AppleStore版的拉斯科洞窟均質的白空間成列著幾百幅繪畫。掃視著這個空間,同一與流變等感質形成的氣流在空中盤旋,冷熱融合而不協調;像是北風與太陽般有些幼稚及暴力,每當觀者掌握了某些相似性,甚至試著歸納出其中的“畫派”或邏輯時,其中個體化的差異性細節,最終仍會將觀者團團圍繞以致無法拉開距離。

作為使這件事能發生的參與者之一,面對與他人的互相滲透下,單向度地為統一概念與意義而作的詮釋,都顯得徒勞與不恰當;在此餘下可以被闡明的重點只有,在這些簡單的關係中展開的力量所帶給我生命的觸動,即——著迷在創造性感受帶來的不確定中;亦期待觀者也能在這些由孩子們所顯現的暴風中找到感覺的空間,啟發一些關於對創造性內涵的思考。 

“At that time, I felt that this was the most similar tornado I had ever drawn in my life and could never be surpassed.”

Human beings, by virtue of their unique ability to represent, manifest their imaginations as visible inner impulses that shape the world. Because representation is different from images and symbols, it always points to transcendence, so in a sense, painting can also be said to be the form given by the author for what he has received; and the dimensions it can reveal. , by no means limited to those already there, and by no means exhaustive of its interpretation in the world. Regarding the wind, even if there is a visible part, the connotation of the painting object is not about the visual form, but about the movement of the sense. In fact, every brushstroke of the painting is trying to repeat a sense of reality. .

In a gathering with friends, we discussed the topic of “What is the source of my (possible) creation?”; when the topic talked about the experience of painting as a child, I remembered a memory – when I was very young , I just remember that I was very intently scratching on the paper with the pencil, my face against the paper, the lines piled up like fast, repeating, repeating, repeating, beyond the scope of vision; that tornado, I was I think it’s the best thing I’ve ever painted.

In the project “Between the Storm”, I went to several elementary schools to get along with the Primary One children, and asked them simply, “Do you know what the “wind” looks like?” They did not hesitate and loudly The answer: “I know~”. Then, we painted the wind together and spent a period of time – I observed, some of the children were venting furiously with their eyes closed, some were gently brushing the paper with pens, some were lying on the ground He moved his arms around, somewhat repeatedly, on a small point; just like this, the “images of the wind” were naturally produced. Finally, I collected these children’s drawings and filled a room with them.

Walking into this room surrounded by “wind” is like entering an Apple Store version of Lascaux’s caves. The homogeneous white space is lined with hundreds of paintings. Scanning this space, the same air flow formed by rheology and other qualia is hovering in the air, and the cold and heat are uncoordinated; like the north wind and the sun, it is somewhat childish and violent, whenever the viewer grasps some similarities, even trying When summarizing the “painting school” or logic, the individual and differentiated details will eventually surround the viewers without being able to distance themselves.

As one of the participants in making this happen, in the face of interpenetration with others, it seems futile and inappropriate to interpret one-dimensionally to unify concepts and meanings; The point is only, the power that unfolds in these simple relationships gives me a touch of life, that is – fascinated by the uncertainty of creative feeling; also expect the viewer to be in these storms manifested by children Find room for feeling and inspire some thinking about what it means to be creative.