Norman Rockwell's 'Day in The Life of a Boy' used to hang from the ceiling at my dentist's, so it's something well-stuck in my head. I was looking to make something that showcased one character in multiple points of view, and multiple emotional states. When I remembered Rockwell's image, I was struck by how economical and creative an approach this would be to my problem. Of course, what followed was the question: how can I make Rockwell's image my own? Is it possible to improve it in any way? I wondered how my heroes Wiesner or Van Allsburg might approach the problem. I couldn't really think of how it might turn out, but I knew that if they made this kind of image, it would be awesome. The idea had stuck. Despite how ambitious this was for me (someone who has trouble drawing one kid, let alone the same one in varying modes 16 times--yikes), for some reason, I couldn't let it go. This was a piece I just had to make. I started by sketching Rockwell's original to better understand it.
Notes from my sketchbook:
It's interesting how the piece illustrated not only a child's life, but an adult's as well--a grownup goes through the same motions: getting up, reading the paper, commuting, battling frustration/boredom at work, the joy of leaving/freedom of a lunch break, a bit of socializing, then bed--restarting the cycle.
Also appealing is the ups and downs of the emotions that help us get closer to the character as the day passes--especially the more negative emotions.
It's smart that no extra characters enter the picture until halfway through the 'day'. Interestingly enough, it is for all those reasons that Rockwell's 'Day in The Life of a Girl' is much less successful.
Watterson has several 'days in the life' of Calvin, sometimes wordless, sometimes not. I love when these sequences end with Calvin sighing--disappointment is so much easier to relate to than contentment. My 'day in the life of a boy' will take into account all of these thoughts, Watterson's fantasy sequences, and some kind of Abdul Gasazi Twist.
*Ran into problems here! To create that quintessential Van Allsburg 'was it real?' moment requires a continuos story. Part of the reason by Rockwell's 'Day...' works is because each image is a vignette (not just physically, but narratively as well). All the continuous storylines I thought of grew beyond the bounds of this project. I have to settle for the 'twist' being much smaller scale...
Yeah, I write a lot in my sketchbook... I spent weeks thinking of specific stories that could happen in the space of a day. Magic sticks, bureaus, dresses and their effects within moments of a school day. But they became so elaborate and detailed that I realized (and Marissa informed me) that they just couldn't work within this format. Frustrated with the complexity and tightness of the format, I switched gears to work on the giraffe bi-plane redo.
After finishing that and moving to a new apartment in Cambridge, I cautiously returned work on 'day in the life of a boy'. I finally settled on the whole day-dreaming concept as a way of adapting Rockwell for my purposes. Stupidly, when I thought through all of the kinds of ideas I wanted to include, I became disappointed because I realized that everything that I would do for a 'day in the life of a girl' seemed much closer to the spirit of my work and I almost restarted my whole thought process. But Marissa kept me on track and suggested, quite wisely, that I just begin drawing out the little half-imagined scenes from the boy's day.
The results were startling--all of my imagined pictures were elaborate, with lots of props, characters and backgrounds.... how was I going to fit this all on one page?! My character looked small and unimportant. His facial features would not make much of an impact from so far away. I looked back at the Rockwell painting. I figured that with the extra layer of ideas I had it would be necessary to show less than his 23 moments, so I opted for 16. I cut out everything that wasn't essential to each vignette making sense. It started to look closer to the final... but I still had problems to solve.
The sequence of drawings I had looked schizophrenic. I began to worry that it wouldn't flow. Why would a boy imagine himself on safari, then in an olympic relay (an abandoned idea), then on a pirate ship? All these genres just weren't coming together just right. I was on the verge of giving up. I talked it out with Marissa and on a lark, told her about an idea I'd had about stringing together similar genres that I'd given up on because it seemed too difficult (jungle explorers have parrots and palm trees... and so do pirates... and when pirates end up 'in the brig' it's like being in prison, and knights have dungeons, so that connects...). We decided that this kind of bizarre logic was the only way I could make it work. So, to make the sequence flow, I repeated a few genres and did my best to add props and themes that might connect each image to the next--all without sacrificing the original idea of allowing the boy's daydreams to showcase how he felt about his present situation.
MORE LATER! I've got to make dinner!







