Today, in British education, we don't have that kind of freedom. Now there are many regulations, many rules, and bureaucracies in the education system. So, it doesn't have the flexibility that it had in the '60s, '70s, '80s.

When I was a very young student I loved and admired the work of Sam Beckett, who is famously pessimistic, and whose writing is an extraordinary examination of emptiness. I wanted to be like Beckett. I don't have the same attitude toward the world, I'm naturally optimistic, and so of course I could never be like Beckett. You can't force yourself to become like someone you admire.

I decided I should use the most obvious colours - the basic colours with simple names: red, purple, yellow, pink. I don't distort the objects, I don't change the objects, I draw them exactly as they are. I do the opposite with the colours.

I look at the character of the exhibition and I treat it as I would a painting or an installation. When I did the Summer Exhibition at Royal Academy, I did it exactly as I would when making a new work.

When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.

It's just that some things more important for this and less important for that, and this is true regardless the style of the art.

If you try to copy something exactly you won't get it correct, because you don't share the same tradition and context.