one of a kind rainbow leu ng · the information in this resource pack can be approached in any...
TRANSCRIPT
李香蘭
RA
INB
OW
LEU
NG
20
17 天下無雙
ON
E OF A
KIN
D
3 2
「M+ 敢探號」流動創作教室，着重「參與式」
的創作形式，「 M+ 敢探號」起初只盛載
李香蘭創作的裝置作品《天下無雙》的雛型，
隨着校園巡迴創作，作品每天蛻變，成為
不斷重構的展覽，在校園和社區即日展出。
學校部分包括兩節由藝術家主導的校內和
校外活動。校內展覽和活動以外，參與學生
更會與「 M+ 敢探號」一起前往公共空間進行
校外環節，與社區交流，延續創作體驗。
M+ Rover: Travelling Creative
Studio emphasises participatory creative
practice, bringing Rainbow Leung’s
installation work, One of A Kind to
secondary schools and community spaces.
One of A Kind evolves as it travels from
school to school; students contribute to
the ever -changing and evolving exhibition.
The two -part school sessions include
in -school and community activities led
by the artist. The exhibition is open to all
students on the activity day; participating
students can also visit community
spaces with M+ Rover, initiate a dialogue
with the public while extending the
creative experience.
本教材套的內容沒有特定的使用次序；教師預備課堂時，可按課堂所需，調動或獨立使用其中部份內容，並從以下方面探討李香蘭的作品《天下無雙》 :
→ 設有三個主題
→ 為每個主題提供討論問題
→ 為課堂和自主學習而設的延伸活動作為訪校體驗的延展或未來計劃的起點
李香蘭 6
作品介紹 8
《天下無雙》 12
主題一：休息與自然 16→ 討論：休息的意義是甚麼？休息與生產力、留心自己的狀態、環境與創作→ 延伸活動：個人的空間、漫無目的的漫遊者
主題二：觀察與質感 20→ 討論：觀察的意義是甚麼？觀察的方法、探索質感、作品的主題→ 延伸活動：放大質感、給自己一個角色
主題三：繪畫與連繫 24→ 討論：繪畫的意義是甚麼？對象與連繫、關於寫實、探索美的特質→ 延伸活動：美的拼湊、為別人拍照
The information in this resource pack can be approached in any order; each section can be rearranged and individually used to fit the content to your lesson planning. It explores Rainbow Leung’s work One of A Kind
→ through 3 themes, → while providing a number of entry points for discussions on each theme, and → extended activities for classroom or self-directed learning, as follow-ups to the experiences or as starting points for future p rojects.
RAINBOW LEUNG 7
ABOUT HER WORKS 8
ONE OF A KIND 13
THEME 1: REST AND NATURE 17 → Discussion: What does it mean to rest? Rest and productivity,
Being self-aware, Surrounding and creation → Extended Activities: My personal space, The idle wanderer
THEME 2: OBSERVATION AND TEXTURE 21 → Discussion: What does it mean to observe? Ways to observe,
Exploring texture, Subject of a work → Extended Activities: Zooming in on texture; Give yourself a role
THEME 3: DRAW AND ENGAGE 25→ Discussion: What does it mean to draw? Subject and connection,
On likeness, Exploring qualities of beauty → Extended Activities: Collages of beauty; Photographing others
7 6
李香蘭
RAINBOW LEUNG
→
香港繪本作家，原名梁曉文。因兒時
收聽香港商業電台廣播劇《好天氣》，
受角色李香蘭的爽朗性格吸引，遂以此名作
為網絡聊天的暱稱，沿用至今。李香蘭畢業
於香港理工大學設計學院和香港城市大學
創意媒體學院，分別主修藝術設計及電影。
李香蘭曾在香港、中國大陸、台灣和法國
等地舉辦展覽，作品曾於《明報》、《星島
學生報》和路訊網的專欄上發表。
李香蘭在沙田下禾輋村長大，對她而言，
鄉村就是她的血脈，與她的藝術創作息息
相關。鄉村的環境開闊、貼近大自然，養成
她率性、隨順、與自然相依共生的秉性和
生活態度。李香蘭筆鋒自由奔放，從不起
稿，擅長以毫不修飾的線條刻畫人物狀態，
細緻微妙地展現筆下人物的外在及精神
面貌。她的繪畫旨在塑造筆下人物不平凡的
質感，以繪畫為媒介，讓人們審視並理解
人物精神世界的真實一面。她表示，畫畫的
樂趣在於「畫完連自己都嚇一跳」。
創作以外，李香蘭亦教授繪畫，她提倡
學生透過寫生認識世界，以繪畫打破人與
人之間的隔閡，讓鄉村、舊區、商埸，
甚至自己的家，都成為學習繪畫的「課室」。
通過創作過程中的細心觀察來了解自己，
建立內心與周遭人、事、物的關係，並且
重新審視生活。 2016 年，她更在石硤尾
賽馬會創意藝術中心開設「李香蘭生活
研究房」繼續授課。
Hong Kong illustrator Rainbow Leung
initially chose the name Lee Heung-lan
as an online alias but the pen name—
inspired by a character from the drama
Good Weather by Commercial Radio
Hong Kong—has stuck with her to this
day. Rainbow studied design studies and
cinematic arts, and graduated from The
Hong Kong Polytechnic University School
of Design and the School of Creative Media
at City University of Hong Kong. Rainbow
has exhibited her works in Hong Kong,
China, Taiwan, and France. She has also
contributed stories and illustrations to
columns in Ming Pao, Sing Tao Education,
and Roadshow.
Rainbow grew up in Ha Wo Che Village.
She describes the village as her flesh
and blood, inseparable from her creative
work. Being brought up in the village is
one of the reason for her carefree, honest
character, and an understanding of living
harmoniously with nature. Rather than
starting with a draft, Rainbow sketches
free-form and is known for honestly
capturing her subject’s essence in an
unequivocal manner. She hopes to depict
the extraordinary quality of her subjects
and considers drawing as a tool for
understanding and examining the authentic
quality and essence that often escapes
our eyes. According to Rainbow, the
joy of drawing lies in the ‘surprises you
encounter’ after you complete the work.
Besides working on her own work, she
also teaches drawing. She encourages
students to learn about the world
through sketching, and uses painting
as a way to break down the barriers
between people. She wants young people
to view all places—including villages, old
neighbourhoods, shopping malls, and
even one’s own home—as ‘classrooms’.
Through detailed observation of
the creative experience, people can
better understand themselves, build
relationships, and review their lives.
In 2016, she set up her teaching studio,
Rainbow Leung’s Discovery Base, at the
Jockey Club Creative Arts Centre.
9 8
作品介紹
ABOUT HER WORKS
→
2009年，李香蘭有感成長地的事物
流逝，決定透過繪本記述老鄉村的美麗與
哀愁，因而創作並出版了首部圖文繪本
《上 ‧下禾輋》。創作的過程中，她嘗試了解
每天相遇但不相識的鄰居的生活故事，
從而重新認識自己成長的地方。對李香蘭
而言，擱筆從不等於完成畫作，她與繪畫
對象在繪畫過程中透過對話所建立的關係，
才是真正讓作品圓滿的關鍵。
《上‧下禾輋》
SHA HA WO CHE VILLAGE
In 2009, Rainbow debuted her
first book, Sha Ha Wo Che Village, as a
response to the gradual disappearance
of her childhood landscape due to urban
development. The book documents
the beauty and sorrows of the old village
and in the process of creating it,
Rainbow got a chance to interact with the
neighbours she was never acquainted
with and re-connected with the place she
grew up in. For Rainbow, a drawing never
ends when the pen is dropped; what
completes a work is the relationships
between the artist and his or
her subjects, and these relationships
are built through processes and
conversations.
Sha Ha Wo Che Village – ‘My Mother’s Words’ 2009 text and illustration
《上 ‧下禾輋》 —「媽媽的話」
2009年文字及插畫
Sha Ha Wo Che Village – ‘Shanghainese Barber Shop’ 2009 illustration
《上 ‧下禾輋》 —「上海仔理髮店」
2009年插畫
11 10
作品介紹
ABOUT HER WORKS
→
李香蘭相信每個人都有不平凡的一面，
她尋訪香港市民的足跡，深入了解他們的
故事，她與朋友貝貝於 2012年結集出版
《尋人啟事上 ‧下冊》。李香蘭讓畫紙成為
一面鏡，折射被畫的人也許未曾發現的
「某個自己」。每幅繪畫風格各異，凸顯每個
人最珍貴的獨特性。在這本書中，她也藉
扭曲的人物畫像來挑戰傳統美學，重新定
義美與醜。對於李香蘭來説，作品的意義
並不在於美醜，因為人與人之間以真實面目
坦誠相待，遠比虛偽的諂媚附和更為珍貴。
《尋人啟事上‧下冊》
HONG KONG CITIZEN DICTIONARY
Rainbow believes that everyone
has an extraordinary side. In 2012,
Rainbow and her friend, Bui Bui, compiled
the stories of people in Hong Kong and
published the two-part book, Hong Kong
Citizen Dictionary. The book features
unassuming characters that are never
in the public spotlight. She turned her
canvas into a mirror that reflected various
facets even the characters themselves
may not have discovered. She used
a disparate drawing style for each
character to showcase the precious
individuality of every person.
The contorted portraits featured in the
volume also challenge conventional
aesthetics by redefining common
standards of beauty and ugliness.
For Rainbow, the meaning of a work does
not lie in whether or not it is beautiful.
Instead, the genuine connection
established between individuals is much
more important than the illusion that is
created in the act to please.
《尋人啟事上》 —「卡爾移動地盤」
2012年文字及插畫
Hong Kong Citizen Dictionary – ‘Karl’s Moving Construction Site’ 2012 text and illustration
13 12
《天下無雙》
ONE OF A KIND
→
香港繪本作家李香蘭的裝置作品《天下
無雙》通過追憶校園時光，審視當年的自己，
思考成長的經歷。她希望透過作品，不僅
讓學生了解她的人生歷程，同時也在此過程
中，讓學生發掘自己獨有的一面。
這部作品蘊含了深刻影響李香蘭成長的
一些元素。李香蘭通過展現不同植物、描繪
野草在「 M+ 敢探號」的縫隙中生長等手法，
表現大自然生生不息的韌性。對李香蘭
來説，植物和野草代表休息和放鬆，是生命
中不可或缺的元素。
動物簡單率真的生活方式亦是李香蘭
繪畫的靈感來源。「 M+ 敢探號」上放了她
的寵物狗以撒和「貓仙人」的造型雕像，
此貓源於李香蘭在馬屎埔創作的一幅壁畫，
該村因為城市發展而面臨清拆。以撒象徵
生命中的愛和關懷，支持着李香蘭和她的
創作，而貓則代表着她關注的議題。
觀眾還會看到在「 M+ 敢探號」外地上蜿蜒
盤踞的大蛇和狗糞便外形的坐墊，蛇象徵
內在的恐懼以及挑戰自我、突破界限的
渴求。糞便代表着人生中令人討厭卻往往
被放大、不完美的東西和缺陷。
在《天下無雙》中，她仿照自己的工作室，
把「M+ 敢探號」變成一個讓人創作和休憩
的空間：有桌子供人一邊喝茶一邊輕鬆閱讀，
牆上滿是她坦率直白的繪畫作品，記錄了她
的寫生趣事。李香蘭通過作品提醒人們
要細味生活，體會一草一木的情趣；放慢
腳步，建立與萬物的連結，拓寬認知，感恩
並尊重生命。
展覽空間還盛載着參與學生的作品，
這些都是李香蘭在不同學校跟學生進行活動
期間所累積的創作成果。活動透過藝術家
創作的棋盤遊戲和交換故事的形式，邀請
同學在過程中分享他們個人關注的、喜愛的、
恐懼的和自覺不完美的東西。過程中，
李香蘭亦鼓勵學生放空心靈、放鬆，然後
觀察，再以繪畫建立關係。李香蘭希望他們
能重燃熱情和好奇，由此發掘更多生活中的
故事和可能。我們每個人都是天下無雙，
她希望這些體驗可以鼓勵學生坦誠地與自己
對話，並重新與自然和社會連結。
In One of A Kind, Hong Kong illustrator
Rainbow Leung recounts memories of
her school years to look at her previous
self and reflect on her experiences while
growing up. Through the work, she invites
students to learn about her life and, in
doing so, encourages them to discover
their own individuality.
The installation is composed of
elements Rainbow considers important
to her upbringing and her life. As a way
to depict the unfaltering life in nature,
Rainbow features different plants in
One of A Kind and creates sketches of
wild grass that appear to grow through the
cracks of M+ Rover. To Rainbow, the plants
and wild grass represents the crucial
elements of rest and relax in life.
Rainbow also draws inspiration from
animals and their and honest approach
to living. On M+ Rover, Rainbow placed
two sculptures: her pet dog Isaac and a
guardian cat she once painted as a mural
at Ma Shi Po—a local village that is facing
demolition due to urban development.
Isaac represents the presence of love and
generosity in life, which supports Rainbow
and her creative works. The guardian cat
stands for issues she is concerned about.
Visitors will also find a huge snake twirling
on the ground outside M+ Rover and seating
with a shape that allures to dog turd. Snakes
symbolise Rainbow’s innate sense of
fear and her desire to always challenge
herself and push her own boundaries.
The dog turd represents the flaws and
imperfections in life that people dislike
but are often magnified.
For One of A Kind, she models after her
studio space and transforms the interior
of M+ Rover into a space for people to
create, rest and relax. There are tables set
up for people to enjoy a cup of tea while
flipping through the light-hearted leisure
readings on the bookshelves. There are
also humorous and honest drawings on
the walls that depict Rainbow’s many
art adventures. Rainbow reminds us to
reflect mindfully on simple, everyday
things, slow down and start making
connections. Not only do this broaden
our perception, we are also reminded of
the importance of gratitude and respect
for life in the process.
The exhibition also includes works
by participating students created from
the activities Rainbow and students play
at different schools. Through a board
game created by Rainbow and exchange
of stories, students are invited to share
things they love, fear, are concerned
about, or deemed imperfect. Students
are encouraged to clear their minds,
relax and observe, and then, to build
relationships through drawing.
She hopes to spark passion and curiosity
in the students despite daily routines
and restraints, and reminds them to seek
out the possibilities and stories that
make up life. Everyone is one of a kind.
Rainbow hopes the experience of the
work will encourage students to have an
honest conversation with themselves and
reconnect with others in nature
and society.
15 14
1 休息與自然 REST AND NATURE
觀察是為了發現和了解
To rest is to make space for more possibilities
OBSERVATION AND
TEXTURE
To observe is to understand and discover
觀察與質感
休息是為了實踐更多可能
2
繪畫是為了連繫和連結
DRAW AND ENGAGE
To draw is to engage and connect
繪畫與連繫 3
李香蘭
ON
E OF A
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INB
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17 16
主題一
THEME 1
休息與自然
REST AND NATURE
→
活動總結：休息是為了實踐更多可能
李香蘭認為城市生活經常強調效率和
結果，使人缺少思考的時間，也迫使人沒有
經過仔細的反思便直接說出結論。凡此
種種，都讓人看世間事物變得粗糙、不在意。
學生被人寄予厚望，因而需要努力
找時間來做他們真正想做的事。有見及此，
李香蘭創造了一個可以讓人放鬆、忘記
日常煩惱、重新連繫內心的地方。例如在
「M+ 敢探號」放置各種植物、傢俱及繪畫
作品，並且提供茶點和讓人躺臥的豆袋
沙發。她認為充分的休息可以使人解放
身心、開拓視野、實踐更多；只要在生活中
放慢腳步，我們便擁有一種開放的心態去
接受新事物及種種可能。
教學目的：
・ 在參與藝術創作過程中，反思日常生活中
的時間與速度。
・ 反思藝術創作的本末主次，以及所需的條件，
重新建立了解自己內心的渠道。
・ 透過建立與大自然環境的連繫，來了解、
欣賞並接受自身的獨特品質。
植物描繪
1. 集中精神觀察綠色植物，專注看綠色。
你可以嘗試輕輕觸摸它們。這個過程也會
讓你的雙眼稍為休息。
2. 找一棵和自己有共性，即你覺得與自己特別
相似的植物，默默在心中跟它對話。
3. 以盲畫的方式把這棵植物畫下來，
即是在不看着畫紙的情況下集中觀望眼前
植物描繪。
4. 仔細記錄和刻畫植物的紋理。
5. 寫下植物的特質，並形容你和它最相似
之處以及你的感受。
李香蘭希望藉此來體現藝術家的生命
不僅在於創造藝術，而是融貫在其生活
方式的點滴之中，在其生活當中的所有選擇
中體現出來⸺比如用甚麼款式的水杯，
在畫室裡放甚麼種類的植物等等。李香蘭
之所以希望學生與自然連繫，是因為她
認為這是她生命中重要的元素之一。
她創造出的綠化空間鼓勵人去放鬆眼睛和
心靈，同時亦提醒我們：大自然的萬事
萬物都是以不可預測的方式生長，每個
生物都是獨一無二、天下無雙。這是鼓勵
人們要活出自我，隨順自然的一個隱喻。
Summary: To rest is to make space for
more possibilities
Rainbow thinks that the urban city
often places its focus on efficiency and
outcomes. People do not have enough
time to think and they tend to rush to
conclusions without thinking through
the process. This results in a coarseness
and carelessness in one’s attitude to the
world at large.
Overloaded with priorities forced
upon them by others, students have
to fight for time to do the things they
like. To counterbalance these pressures,
Rainbow creates a space where
people can relax and forget about the
weariness of their daily lives and thus
get in touch with their inner selves.
For example, on M+ Rover, she placed
different types of plants, fun objects
and paintings, tea and snacks,
and comfortable beanbags for people
to lounge on. She believes that proper
rest can be liberating and allows us
to see and do more. By slowing down,
we create the capacity to be open-
minded and to receive new things and
possibilities.
Rainbow wants to demonstrate how
an artist’s life is not merely about
creating art, but is also closely tied to
one’s lifestyle. This manifests in all the
choices you make—from the cup you use,
to the plants you place in your studio.
Rainbow invites students to connect
with nature because it is an element she
finds crucial to her own life. The green
environment she’s created encourages
Learning Objectives:
・ To reflect on time and speed in our daily lives
as we participate in the creative process.
・ To rethink priorities and the condition of
creating, and reconnect with one’s self.
・ To learn to appreciate and embrace one’s
unique qualities by connecting with nature.
Drawing plants
1. Look at and focus on green plants. You can
try touching the plants gently. This process
will also allow your eyes to rest for a while.
2. Look for a plant that speaks out to you,
a plant that displays qualities you can relate
to. Start a dialogue with it quietly in your heart.
3. Document this plant through the method of
blind drawing—focus only on the subject and
draw it without looking at the paper.
4. Document the texture of the plant in detail.
5. Write down the plant’s unique qualities
and explain why you feel a connection with it.
Describe the most similar features between
you and the plant.
people to rest their eyes and minds,
and it also acts as a reminder that
everything in nature is one of a kind
and grows in unpredictable ways.
It is a metaphor to embrace your unique
self and to go with the flow as you choose
to live life in your own way.
19 18
老師可以運用以下問題及延伸活動帶領學生討論或創作：
Teachers can lead the student discussion or creation with the following entry points and extended activities:
個案討論：
人類一直試圖通過科學、占星及其他領域找出
了解性格的不同方法，邁爾斯 -布里格斯性格
分類指標、九型人格和星座便是現今頗為流行
的性格測試。哪種性格類別最能貼切地描述
你和朋友的性格特質？看看以下這個以簡明的
圖表分析普遍性格特徵的網站：
http://2kindsofpeople.tumblr.com/。除此之外，
還有甚麼其他方法能比對我們性格的異同？
討論：休息的意義是甚麼？
休息與生產力
生產力對你來說是甚麼？休息與生產力
之間有甚麼關係？城市人的作息如何不同？
植物世界的休息時間（如輪耕）對生產力
有何影響？年輕人在人生求學求業的中間
放一年的假期（ Gap Year／空白年）的意義
是甚麼？
留心自己的狀態
你創造東西時的心境是怎樣的？你如何
才能夠在創作過程中更留心自己的狀態？
想想你創作的速度。創作的時候，你的耐性
如何？在你休息時可以創造出甚麼嗎？
你可以創造出一些不帶前設觀念的東西嗎？
你創造的東西是否可以只與當下和自我有關？
究竟你是為了甚麼而去創造？
環境與創作
周圍環境對你的創作有何影響？你的
創作環境如何體現你自己的個性？在畫室、
課室、戶外等不同地方創作，對你的創作
有甚麼不同影響？甚麼是你的理想創作條件
或環境？怎樣的創作環境對你來說是一種
挑戰？有沒有一些作品是從場景出發，
或必須在特定的場景（ site specific）展示
和創造？
延伸活動
課堂活動：個人的空間
憑記憶畫出你的房間或其他個人空間。
閉起雙眼，在腦海中漫步這個空間。畫下
其中的陳設及你擁有的東西。試從不同的
方式去入手，例如畫一個用鳥瞰角度的平面
圖，或是根據你日常生活習慣，列數你自己
的物件。思考這些事物如何代表你？
它們背後有甚麼故事？接着，觀察這空間
並為你的草圖添上更多細節，分享你的
新發現。兩個圖像有甚麼差別？你有沒有
忘了甚麼東西，或者誇大了某些細節？
自主活動：漫無目的的漫遊者
不帶任何預設目的，四處漫遊。在遊蕩
的同時，留意自己的呼吸、靜聽四周，清空
思緒。用你的五感去感受環境，記下你的
感受並以此作為下一個創作項目的素材。
Case Study:
Mankind has long explored different ways
of understanding human personality
through science, astrology and other field.
Popular methods of determining personality
types include the Myers-Briggs Type
Indicator, the Enneagram of Personality,
and horoscopes. Which personalities best
describe you and your friends? Explore this
website where common personality traits
are visualised using simple but effective
graphics: http://2kindsofpeople.tumblr.com/.
What other method can we use to connect
the similarities and differences of our
characters?
Discussion: What does it mean to rest?
Rest and productivity
What does productivity mean to you?
What is the correlation between rest
and productivity? How is rest in an urban
lifestyle different than others? What effect
does rest in nature (such as crop rotation)
has on productivity? What is the purpose
for young people to take a year off in
between studying and working (gap year)?
Being self-aware
What is your state of mind when
you create? How can you be more self-
aware when you create? Think of the
speed at which you are creating. How
patient are you with yourself? Could you
create while resting or taking a break?
Can your creation simply be about the
present and about yourself? Ultimately,
why do you create?
Surrounding and creation
How does the surrounding affect
you when you create? What does your
working environment say about you? Are
there any differences when you work in
a studio, classroom, outdoor, or other
locations? What conditions or settings
work best for you, and what impose
challenges on you? Are there any work
that originates from a surrounding,
or is necessarily site-specific in its
display and creation?
Extended Activities
In-class activity: My personal space
Do a sketch of your room or any other
personal space from memory. Close your
eyes and walk through this space in your
mind. Draw the arrangements and the
details of the items you own. You can
approach this in different ways, such as
by drawing a floorplan from a bird’s eye
view, or by counting the possessions you
use in an order that reflects your daily
routine. What do these items reveal about
you? What are the stories behind them?
Now observe this space and complete
your sketch with further details and share
your additional discoveries. Are there
discrepancies between the two versions?
Did you miss out anything or exaggerate
any details?
Self-directed activity:
The idle wanderer
Roam around aimlessly without a
set purpose. While wandering around,
take notice of your breathing, listen to
your surroundings, and clear your mind.
Experience your surroundings with all your
sense. Note down your feelings and use
these as materials for your next project.
21 20
主題二
THEME 2
觀察與質感
OBSERVATION AND TEXTURE
→
活動總結：觀察是為了發現和了解
李香蘭經常分享她與母親的一次聊天，
母親要她形容山野的顏色。她當時馬上回答
是綠色，母親聽後叫她再看清楚。當她再
仔細看時，發現原來大自然有著豐富的色彩。
自此之後，她學會放下預設的觀念，嘗試去
觀察事物的細節。如果你願意用你的五感
去體驗四周，你會在微細處找到驚喜。
觀察不只是觀看。它需要經過了解和
欣賞來觸及事物的本質。對李香蘭來說，
以藝術來記錄對象就好比做偵探一樣：
每一個細節都是一個故事。透過細意觀察，
教學目的：
・ 引導學生透過留心身旁事物，從而在尋常瑣碎
事中發現不平凡之處。
・ 探討觀察、細節及當下的意義。
・ 放下固有的觀念，嘗試用其他角度思考，
從而了解事物的本質。
都市傳說
1. 以個人或小組為單位，選一個人作為跟蹤的
「目標」。
2. 聽聽你的目標與他人的對話，記下對話的
內容。
3. 像偵探一樣嘗試去了解你的目標人物。
寫下你的發現與觀察。
4. 將你收集回來的記錄，加上你的想像，
改編成都市傳說。你也可以用漫畫方式來
表現。想想事件發生的時間、人物及地點。
我們可以發掘出每一處或每個人身上最
有趣的一面。當你放下固有思想，嘗試重新
觀察事物細節的微妙，就會感受到「景由
心造，事在人為」的威力。
李香蘭想要通過繪畫及發掘不同的
質感，來探索和了解自己和世界。靜心觀察
自己和這個世界的連繫，你會發現自己
擁有熱情投入和休息放鬆等不同狀態，
看到個人的喜惡和恐懼如何組成獨特的
自己。對她來說，質感是不同特性的內蘊，
揭示出每個個體與地方的獨特之處。
Objectives:
・ To discover the extraordinary in the
seemingly trivial by being observant.
・ To explore the notions of observation,
details, and the present.
・ To understand the essence of matters by
letting go of one’s preconceptions and
trying to see through another perspective.
Urban tales
1. In groups or on your own, pick a person as
a ‘target’ to follow.
2. Listen to your target as he or she
converses with others and note down these
conversations.
3. Act as if you are a detective trying to
understand your target. Write notes of your
findings and observations.
4. With your imagination, use the notes
you’ve collected to write urban tales.
You can present these as comics. Think of
the time, character, and the location of
the incident.
Summary: To observe is to understand
and discover
Rainbow often shares the story of
when her mother asked her to describe
the colour of the mountain. Rainbow
immediately answered that it was green
and her mother made her look carefully
again. When she looked closely again,
she discovered a multitude of colours in
nature. Since then, Rainbow learnt to put
away her preconceptions and to truly
observe the details of everything. If
you allow yourself to experience your
surroundings with all your senses, you
will find surprises in the details.
Observation is more than the act
of seeing; it requires a process of
understanding and appreciation that
leads one to the heart and soul of any
matter. For Rainbow, documenting her
subjects through her art is similar to
being a detective—every detail tells a
story. Through attentive observation,
one can discover the most interesting
and fun sides of any place or person.
When you remove all previous
assumptions and try to observe the
details that forms the essence of matters,
you will be able to experience how ‘when
the heart is present, there is a vista;
when there is will, there is a way’.
Rainbow wants to explore and
understand one’s self and the world
by drawing and discovering different
textures. Quietly observe yourself and
how you connect with this world, you
will realise you have different states
of being, ranging from being engaged
and passionate to that of resting and
relaxing. You will understand how your
likes, dislikes and fear form your unique
self. Rainbow sees multiple layers in
the notion of texture of a person or a
place. For her, texture is the essence of
character that reveals the uniqueness
of every individual or place.
23 22
老師可以運用以下問題及延伸活動帶領學生討論或創作：
Teachers can lead the student discussion or creation with the following entry points and extended activities:
個案討論：
轉變角度令觀點有所改變，這類手法在不同領域
都有應用。例如文學中的第一人稱敘事、電子
遊戲中的虛擬人物視角或影視作品中的主觀
鏡頭。最近，《寵物小精靈 GO》等頗受爭議的
實境遊戲一度熱潮，再一次令人反思觀點
角度的轉變如何加強人對世界的體驗。討論
一下其好處和壞處。思考觀點角度的轉變令人
與真實世界的聯繫更加密切，還是更加疏離？
討論：觀察的意義是甚麼？
觀察的方法
有甚麼不同的觀察方法？你能否以各種
感官去觀察、了解，以及感知世界？透過
這些不同的觀察方法，你是否發現同一對象
的不同內涵？你如何界定你觀察的準確性
或真實性？
探索質感
「一個人的質感」對你來說有甚麼意思？
想像你要繪畫一幅肖像畫，你會如何描繪
一個人的性格和形象？肖像畫是否只包括
被繪畫者的形象？還是可加上其他意象？
你會在甚麼地方找出他的特質，從而聯想出
他的獨特性格？你會不會去觀察他說話的
方式、態度或喜惡？你會否考慮到一個人的
風格、品味、選擇及癖好，或是那人的
一顰一笑？同樣地，一個地方的質感，或是
特質，又是甚麼？
作品的主題
你會如何決定一件藝術作品的主題？
主題是否一定要宏大？你可否從日常瑣碎的
事物中找到非凡之處？甚麼才是「值得」的藝
術創作對象或主題？而準則是什麼，是誰來
決定這些準則？試用不同的例子來討論。
延伸活動
課堂活動：放大質感
如何從貼近看一件事物來發現更多
細節?找一件物件，詳細畫出它的局部表面。
邀請其他人去猜猜這是甚麼東西。分享並
討論在此過程中的發現及感悟。
自主活動：給自己一個角色
幻想一個故事情節並為自己設計一個
角色，從中發現尋常事物中的新意。例如
當你畫一幅靜物寫生時，你可以幻想自己是
一個正在破奇案的偵探，又或是一個想要為
新食譜找食材的大廚。又或者，當你描繪
街景或風景時，你可以想像自己是個在
老地方見朋友的退休人士，又或是一隻在找
主人的迷失小狗。與朋友一起動腦筋多想
幾個場景出來，一起分享意念及故事。
Case Study:
Shifting one’s point of view to create new
perspective is a device that is employed in
many fields. Common examples include the
use of first-person narration in literature,
avatar-based video games, and the use of
point-of-view shots in films and television.
The recent phenomenon of augmented
reality games such as Pokémon Go pose new
questions as to how a change of perspective
enhances one’s experience. Discuss the
advantages and disadvantages. Does the
change in perspective help to better connect
people with the real world or does it have a
reversal effect?
Discussion: What does it mean to rest?
Ways to observe
What are some different ways
of observation? Can you observe,
understand, and perceive with your
different senses? Through these
observations, do you discover different
qualities about the same subject?
How do you define the accuracy or
truthfulness in your observations?
Exploring texture
What does the ‘texture of a person’
mean to you? Imagine you are working
on a portrait, how do you build a profile
of a person? Does a portrait only
includes the image of the seater?
Can a portrait include other imagery?
Imagine you are trying to understand the
subject of a portrait. Where do you look
for the qualities that formulate a person’s
unique character? Do you look at his or
her manner of speech, demeanour, or
their likes and dislikes? Do you consider
a person’s style and tastes, choices and
quirks, or how he or she cries or laughs?
Similarly, what is the texture—or
quality—of a place?
Subject of a work
How do you decide on the subject of
an artwork? Does it have to be grand and
heroic? Can you see the extraordinary
in the trivial and banal? What is
considered ‘worthy’ as a subject? What
are the criteria and who determines
these? Discuss with different examples.
Extended Activities
In-class activity:
Zooming in on texture
How can you see more on a smaller
scale? Find an object and only draw its
surface in detail. Ask others to guess
what the object is. Share and discuss
what you discover in the process.
Self-directed activity:
Give yourself a role
Discover something new about a
familiar item or subject by imagining
a storyline and designing a character
or position for yourself. For example,
when you are drawing a still life, you can
imagine yourself as a detective solving
a crime, or a chef looking for ingredients
for a new recipe. Alternatively, if you are
sketching a street scene or landscape,
you might imagine yourself as a retiree at
your daily hangout spot with your friends,
or as a lost puppy looking for its owner.
Brainstorm more scenarios with your
friends and exchange ideas and stories.
25 24
主題三
THEME 3
繪畫與連繫
DRAW AND ENGAGE
→
活動總結：繪畫為了連繫和連結
李香蘭在她的作品中嘗試捕捉人或地
方的真實本質，對她來說，真就是美，而不
是在唯美但華而不實。正因如此，她從不
掩飾創作對象的瑕疵，也不介意添加一些
個人的演繹。她的人像插畫透過真實具像
的描繪，將肖像主角荒誕奇妙的一面捕捉
下來，誠實、直白地記錄了她的觀感。
畫人像時，她常描繪人物的動態，她認為
捕捉一剎流動的瞬間比刻意定格更重要：
人會呼吸和活動，描繪他們的時候也就不
用避開記下他們動感的一面。
李香蘭不單靠外形去捕捉筆下人物的
本質和真實面貌。她在描繪對象之前會先去
認識他們。對她來說，投放時間去繪畫是
一種尊重，而在這過程當中，更能建立關係。
教學目的：
・ 明白缺陷與不完美之中的美麗。
・ 以繪畫作為連繫及建立關係的方法。
美與真實的探索
1. 按大衆的口味或一般人認為美的準則，
又或是普遍認為討好悅目的風格來畫一個
地方或一個人。
2.根據你實際所見或經過細心觀察來畫
同一物象的另一個版本，可一一記錄人物
景象在你繪圖期間的變化。
3. 把這兩個版本給其他人看，討論一下哪個
版本比較美麗。
繪畫在於了解每個人最真實的一面， 學會
接受和包容不完美和缺陷，對自己、對他人
如是。這過程比畫作本身更重要，因為
繪畫就是去連繫、連結。她工作室的牆上寫
着豐子愷的一句話：「練畫不是練手腕，
是練心靈的。」她亦相信最美麗的創作存在於
自然和生命之中，而創作的最佳方法，
便是透過認真的觀察去欣賞自己和身邊的
一切。因此，繪畫不着重目的，應在乎過程。
Objectives:
・ To understand the beauty in
imperfections and flaws.
・ To use drawing as a way to engage and
build relationships.
Exploring beauty and reality
1. Draw a place or a person according to the
popular taste or standard notions of
beauty, or in a manner that is commonly
thought of as being pleasant to the eye.
2. Draw another version of the same subject
in honest accordance to what you actually
see and observe, gradually record any
changes in the period of time as you draw.
3. Show your two drawings to the others and
discuss which version is more beautiful. Summary: To draw is to engage
and connect
Rainbow strives to capture the
real essence of a person or a place in
her works because she believes that
beauty lies in the authentic, rather than
in a pretty yet falsified image. Due to
this belief, she never shies away from
drawing the minor details or imperfections
of her subjects, nor is she reluctant
to add her own interpretations of her
subjects. A combination of fantastical
and realistic portrayal of her subjects, her
drawings document her impressions and
encounters in an honest and candid
manner. When sketching people, she
often includes their movements because
she thinks it is more important to create a
realistic representation rather than
a frozen frame. To Rainbow, people are
living, breathing, and moving, there is
no reason to avoid movements in our
depiction of them.
The essence and authenticity of
a subject are not captured by simply
recreating one’s physical likeness.
Rainbow depicts her subjects by first
getting to know them. For her, devoting
time to draw is a form of respect, and in
the process, relationships are formed.
Drawing is a way to understand the true
side of a person, and learn to accept
and embrace the imperfections and
flaws—this goes for both one’s self and
others. The process is more important
than the end creation because to draw is
to engage and connect. Written on the
wall of her studio is the words of Feng
Zikai, ‘The practice of drawing is not a
training of technique, but a training of the
heart and soul.’ Rainbow also believes
that the most beautiful creations exist in
nature and life. Therefore, the best way to
create is to simply open up our eyes and
appreciate all that surrounds us. To draw
is thus a means and not an end.
27 26
老師可以運用以下問題及延伸活動帶領學生討論或創作：
Teachers can lead the student discussion or creation with the following entry points and extended activities:
個案討論：
VanGoYourself計劃由一家英國獨立藝術慈善
組織發起邀請人們重現經典名作的場面。
登上http://vangoyourself.com/瀏覽他人的
作品。看看這些再創作與原作有甚麼分別？你
亦可試試看，運用你自己的創作，探討肖像畫
中的美、寫實、模仿及真實等主題。
討論：繪畫的意義是甚麼？
對象與連繫
與對象連繫指的是甚麼意思？在創作的
過程中，你會如何與對象創造連結或者
保持距離？試形容你與你創作對象之間的
關係。你與對象的距離如何？不同的距離
如何影響你的創作過程及成果？
關於寫實
真實與寫實是甚麼？在藝術上做到像真
是甚麼意思？你會如何嘗試做到？甚麼
時候在藝術上像真是必須，而甚麼時候沒
那麼重要？相似、寫實和真實之間的區別是
甚麼？當你創作的時候，哪個更重要？
探索美的特質
甚麼是美？甚麼是美的特質？這些特質
是否隨時間與環境改變？美是相對的，還是
醜的絕對反義？界定美醜的準則有多主觀？
在不假矯飾的樸實之中有沒有美？醜陋之
中有沒有美？忠誠表達社會上一些黑暗面
或禁忌又是否一種美？
延伸活動
課堂活動：美的拼湊
在雜誌和報紙中找出並剪下代表這個
時代普遍認為美的圖片。討論甚麼界定了
這個美之為物，之後再用你個人覺得美的
圖片做個拼湊圖集。這些圖片不限題材，
可以是一張照片、一個單字、一個圖案、
一道色彩。和朋友分享你眼中的美麗事物。
自主活動：為別人拍照
在你朋友不經意的時候拍下他們的照片，
之後再要求他們擺好姿態多拍一張。把這兩
張相並排比較。形容照片捕捉到的特質和
情態。哪一張照片更能觸動你和你的朋友？
你可以在聚會或其他場合去做這活動。
Discussion: What does it mean to draw?
Subject and connection
What does it mean to connect
with a subject? How would you create
connections or maintain distance in
the process of creation? Describe the
relationship between you and the subject
of your work of art. What is the level of
distance between you and the subject?
How do the different levels affect your
process and the final work?
On likeness
What is authenticity and realism?
What does it mean to achieve likeness
in art? How would you try to achieve
this? When would it be necessary to
create likeness in art and when is it less
important? What are the differences
between likenesses, realism, and
authenticity? Which is more important to
you when you create?
Exploring qualities of beauty
What is beauty? What are the qualities
that define beauty? Do they change
according to time and context?
Is it relative, and does it exist in
opposition to the existence of ugliness?
How subjective are the standards that
define what is beautiful and what is
not? Is there beauty in candidacy
and plainness? Is there beauty in
ugliness? Is there beauty in an honest
representation of vices and taboos
within society?
Case Study:
Run by an independent art charity in the
UK, VanGoYourself is a project that invites
you to become part of some of the world’s
most famous works of art. Using yourself or
your friends as subjects, you can recreate
scenes from iconic masterpiece paintings.
Take a look at the works by others here:
http://vangoyourself.com/. How does each
recreation compare to the original? Try it
yourself and use your new creation as a
way to explore notions of beauty, realism,
imitation, and authenticity in portraitures.
Extended Activities
In-class activity: Collages of beauty
Look through magazines and
newspapers and cut out images that
represent the norms of beauty of our time.
Discuss what define such beauty and then
create a collage with images that appeal
to you personally. These can be anything
from a snapshot to a word, a pattern or
a colour. Share what you find beautiful in
your eyes with your friends.
Self-directed activity:
Photographing others
Capture a photo of your friends when
they are unaware and then ask them to
pose for another picture. Put these two
photos side-by-side for comparison.
Describe the qualities and emotions these
images captured. Which photo appeals and
resonates more with you and your friends?
You can do this activity during gatherings or
other occasions.
29 28
—《尋人啟事下》 「異想天開」 《尋人啟事上》—「排山倒垃圾」
2012年 2012年文字及插畫 文字及插畫
Hong Kong Citizen Dictionary – ‘ A Whimsical Frenzy ’ 2012 text and illustration
Hong Kong Citizen Dictionary – ‘Collecting an Avalanche of Rubbish ’ 2013 text and illustration
31 30
《尋人啟事上》—「幾許簫鳴」
2012年插畫
Hong Kong Citizen Dictionary – ‘Whistling Away’ 2012 illustration
敢探號」 M+「
李香蘭：《天下無雙》
由 M+ 教學及詮釋組策劃
2017年2月至6月
M+ Rover
Rainbow Leung:
One Of A K ind
is curated by
M+ Learning and
Interpretation team
February – June 2017
計劃團隊 Project Team
Stella Fong
Lead Curator
Winnie Lai
Assistant Curator
Dicky Yeung
Curatorial Assistant
Joego Chan
Programme Coordinator
Ho Lai
Curatorial Intern
方詠甄
主策展人
黎 穎
助理策展人
楊柏匡
策展助理
陳曰明
活動統籌
黎 晧
策展實習生
圖片 ©李香蘭
版權所有 翻印必究
教材套 Teacher’s Resource Pack
Contributors:
Winnie Lai
Dicky Yeung
Translator:
Konstance Li
Copy Editors:
Dorothy So
Martin Wang
Content Reviewers:
Michelle Lee
Kwok Yuk Mei
Design
Milkxhake
www.milkxhake.org
撰稿
黎 穎
楊柏匡
翻譯
李俊彤
審稿
蘇靖殷
王明宇
内容複審
李可穎
郭玉美
設計
Images courtesy ©Rainbow Leung
All rights reserved
©2017 M+
