This is just for fun, too many apes all over the internet, @opensea @boredapeyachtclub @instagram etc. Since i cannot afford one of them now so i drew one for myself, my version of BAYC, my style and colors combination.
Happy New Year !! 良いお年を
Wish all the visitors the best in 2022 .
How amazing!!
I noticed that so many people visit my page, my data base indicated that many IP address from HK and China. wow… I m flatten.
Thank You.
PANTONE OF THE YEAR 2021
Last day in 2020
Drama Fever : "The Alienist: Angel of Darkness"
I m not going to mention the story, but is worth viewing for its atmospheric recreation of 1890s New York City aka The Gilded Age. The series are the most expensive series in TNT's history. Production designer Ruth Ammon, who’s responsible for the “overall look and visual arc of the season.” About how she and her international art team turned Budapest into vintage NYC, It’s really inspirating. Sets like Siegel Cooper Department Store, Greenwich Village, Newspaper Row, existing Broadway set etc… are exceptionally nice!!
I m always interested in historical, great setting dramas, The Alienist series are definitely one of my picks.
one of my illustrations of the scene below.
Materialising the unthought known.
Reflections on the work of Anish Kapoor by Christopher Bollas.
A continuous trope runs through Fernando Pessoa’s Book of Disquiet, of dreaming. To read Pessoa’s evocative fragments is to feel that the dream is our true (m)other, nourishing us endlessly with presences, objects and emotions. Even if when we dream we “have no reality, not even [our] own”, gently bemused by the crafting of absurdities, seeing “things of which visibility cannot even conceive”, Pessoa insists that we are faced with the oddness of being human. With our knowledge of these strange depths, do we dare consider how invisible we are to one another, how little we know about, and understand, one another? Even when we talk to one another, “we each hear only a voice inside us”, and our inner thoughts when put into words become “shipwrecks in our understanding”.
Kapoor often dreams his works in geometric shapes. Triangles. Orbs. Huge, undulating tubes. Gourds. Even his rock formations are protean forms, perhaps on their way to some remarkable reshaping that will transform them into something altogether different. I am reminded of Yeats’s poem “The Second Coming”: “What rough beast, its hour come round at last, slouches towards Bethlehem to be born?” Never have so many distinctly still objects moved in such a way. Perhaps their movement is owed simply to our knowledge that these objects have been shaped. That, in some secret chamber of mind and physical space, a human hand has conducted them in a peculiar Music of the Spheres only to then deposit them, perfectly still, within the formality of a presentation space.
A Kapoor exhibition, gives the viewer the opportunity to inhabit this kind of dream-work, as if permitted to view the secrets of unconscious thought itself. However, just as Kapoor’s physical presence would be misleading—and just as, while we may appear in our own dreams, the intelligence that creates the dream does not—the unconscious from which Kapoor’s work is forged will not, in fact, reveal itself, even if its aesthetic intelligence is fully present. This perhaps explains how these works put us within the unconscious in a more natural, familiar manner than those of the Surrealists, for example, who saw the dreamscape as a psycho-romantic text of meanings blending and weaving through its menagerie of objects. By contrast, the meanings of Kapoor’s juxtapositions are less prescriptive, less narrative, their suggestive intent more open in terms of the viewer’s creative encounter with them. Their quiet placement thus leaves the mind of the wanderer to more authentically realise the enigmatic energy that a dream releases.
The titles Kapoor gives his works may offer us clues to the thinking that has born them, even if they sometimes seem incongruous, such as 1000 Names (1979–80). These mysterious groupings of pigmented forms appear morphed in other works that carry other names, as if stressing that the word and the thing are linked only by a passing affinity. This evanescent quality of these objects thus elides all comparison, even if the creator now and then names them.
What a day
This is Hong Kong .
"WISDOM IN NATURAL SIMPLICITY"
INSPIRATION: Axel Vervoordt
what I found today
Be yourself
line movement
work in process - you can replicate my sketch, but you can’t imitate my mood and emotion while i was drawing it.
wonder
photo taken by andy leung
“I wonder if we have ever asked ourselves what education means. Why do we go to school, why do we learn various subjects, why do we pass examinations and compete with each other for better grades? What does this so-called education mean, and what is it all about? This is really a very important question, not only for the students, but also for the parents, for the teachers, and for everyone who loves this earth. Why do we go through the struggle to be educated? Is it merely in order to pass some examinations and get a job? Or is it the function of education to prepare us while we are young to understand the whole process of life? Having a job and earning one’s livelihood is necessary - but is that all? Are we being educated only for that? Surely, life is not merely a job, an occupation; life is something extraordinarily wide and profound, it is a great mystery, a vast realm in which we function as human beings. If we merely prepare ourselves to earn a livelihood, we shall miss the whole point of life; and to understand life is much more important than merely to prepare for examinations and become very proficient in mathematics, physics, or what you will.
So, whether we are teachers or students, is it not important to ask ourselves why we are educating or being educated? And what does life mean? Is not life an extraordinary thing? The birds, the flowers, the flourishing trees, the heavens, the stars, the rivers and the fish therein - all this is life. Life is the poor and the rich; life is the constant battle between groups, races and nations; life is meditation; life is what we call religion, and it is also the subtle, hidden things of the mind - the envies, the ambitions, the passions, the fears, fulfilments and anxieties. All this and much more is life. But we generally prepare ourselves to understand only one small corner of it. We pass certain examinations, find a job, get married, have children, and then become more and more like machines. We remain fearful, anxious, frightened of life. So, is it the function of education to help us understand the whole process of life, or is it merely to prepare us for a vocation, for the best job we can get?
What is going to happen to all of us when we grow to be men and women? Have you ever asked yourselves what you are going to do when you grow up? In all likelihood you will get married, and before you know where you are you will be mothers and fathers; and you will then be tied to a job, or to the kitchen, in which you will gradually wither away. Is that all that your life is going to be? Have you ever asked yourselves this question? Should you not ask it? If your family is wealthy you may have a fairly good position already assured, your father may give you a comfortable job, or you may get richly married; but there also you will decay, deteriorate. Do you see?
Surely, education has no meaning unless it helps you to understand the vast expanse of life with all its subtleties, with its extraordinary beauty, its sorrows and joys. You may earn degrees, you may have a series of letters after your name and land a very good job; but then what? What is the point of it all if in the process your mind becomes dull, weary, stupid? So, while you are young, must you not seek to find out what life is all about? And is it not the true function of education to cultivate in you the intelligence which will try to find the answer to all these problems? Do you know what intelligence is? It is the capacity, surely, to think freely without fear, without a formula, so that you begin to discover for yourself what is real, what is true; but if you are frightened you will never be intelligent. Any form of ambition, spiritual or mundane, breeds anxiety, fear; therefore ambition does not help to bring about a mind that is clear, simple, direct, and hence intelligent.
You know, it is really very important while you are young to live in an environment in which there is no fear. Most of us, as we grow older, become frightened; we are afraid of living, afraid of losing a job, afraid of tradition, afraid of what the neighbours, or what the wife or husband would say, afraid of death. Most of us have fear in one form or another; and where there is fear there is no intelligence. And is it not possible for all of us, while we are young, to be in an environment where there is no fear but rather an atmosphere of freedom - freedom, not just to do what we like, but to understand the whole process of living? Life is really very beautiful, it is not this ugly thing that we have made of it; and you can appreciate its richness, its depth, its extraordinary loveliness only when you revolt against everything - against organized religion, against tradition, against the present rotten society - so that you as a human being find out for yourself what is true. Not to imitate but to discover - that is education, is it not? It is very easy to conform to what your society or your parents and teachers tell you. That is a safe and easy way of existing; but that is not living, because in it there is fear, decay, death. To live is to find out for yourself what is true, and you can do this only when there is freedom, when there is continuous revolution inwardly, within yourself.
But you are not encouraged to do this; no one tells you to question, to find out for yourself what God is, because if you were to rebel you would become a danger to all that is false. Your parents and society want you to live safely, and you also want to live safely. Living safely generally means living in imitation and therefore in fear. Surely, the function of education is to help each one of us to live freely and without fear, is it not? And to create an atmosphere in which there is no fear requires a great deal of thinking on your part as well as on the part of the teacher, the educator.
Do you know what this means - what an extraordinary thing it would be to create an atmosphere in which there is no fear? And we must create it, because we see that the world is caught up in endless wars; it is guided by politicians who are always seeking power; it is a world of lawyers, policemen and soldiers, of ambitious men and women all wanting position and all fighting each other to get it. Then there are the so-called saints, the religious gurus with their followers; they also want power, position, here or in the next life. It is a mad world, completely confused, in which the communist is fighting the capitalist, the socialist is resisting both, and everybody is against somebody, struggling to arrive at a safe place, a position of power or comfort. The world is torn by conflicting beliefs, by caste and class distinctions, by separative nationalities, by every form of stupidity and cruelty - and this is the world you are being educated to fit into. You are encouraged to fit into the framework of this disastrous society; your parents want you to do that, and you also want to fit in.
Now, is it the function of education merely to help you to conform to the pattern of this rotten social order, or is it to give you freedom - complete freedom to grow and create a different society, a new world? We want to have this freedom, not in the future, but now, otherwise we may all be destroyed. We must create immediately an atmosphere of freedom so that you can live and find out for yourselves what is true, so that you become intelligent, so that you are able to face the world and understand it, not just conform to it, so that inwardly, deeply, psychologically you are in constant revolt; because it is only those who are in constant revolt that discover what is true, not the man who conforms, who follows some tradition. It is only when you are constantly inquiring, constantly observing, constantly learning, that you find truth, God, or love; and you cannot inquire, observe, learn, you cannot be deeply aware, if you are afraid. So the function of education, surely, is to eradicate, inwardly as well as outwardly, this fear that destroys human thought, human relationship and love.”
This Matter of Culture
by Jiddu Krishnamurti