The Art of Norman Rockwell: Highlights from the Permanent Collection

The Problem We All Live With, 1963

Norman Rockwell (1894-1978)
The Problem We All Live With, 1963
Illustration for Look, January 14, 1964, pp. 22-23
Oil on canvas
Norman Rockwell Museum Collection, NRM.1975.01

After resigning his forty-seven year tenure with The Saturday Evening Post in 1963, Rockwell embraced the challenge of addressing the nation’s pressing concerns in a pared down, reportorial style. The Problem We All Live With for Look magazine is based upon an actual event, when six-year-old Ruby Bridges was escorted by US marshals to her first day at an all-white New Orleans school. Rockwell’s depiction of the vulnerable but dignified girl clearly condemns the actions of those who protest her presence and object to desegregation.

Norman Rockwell was one of busiest and industrious illustrators of his time. “Meeting deadlines and thinking up ideas are the scourges of an illustrator’s life,” Rockwell said. In order to satisfy the high demand for his art from publishers and advertisers, it would not have been unusual to find him in his studio seven days a week and on holidays.

A humanist and close observer of the world around him, it is perhaps no surprise that working Americans across a broad range of employment sectors were a focus of Rockwell’s art – from education, health care, and law enforcement to agriculture and essential trades. A sense of longing, desire, and humor are entwined in the artist’s wishful images of hardworking people, who seek to do their best and sometimes dream of something more. The artworks in this gallery span Rockwell’s long career, and acknowledge the dignity and dedication of the American worker as seen through his eyes.

THE LUNCH COUNTER IN AMERICAN CULTURE

From the early 1900s until the 1970s, lunch counters served as gathering places for urban and small town customers who stopped in for quick meals, ice cream, carbonated beverages, and conversation. Despite America’s nostalgia for these social hubs, as memorialized in popular television shows and movies, lunch counters and soda fountains are also emblematic of the nation’s history of racial strife. Required to come in through the back door and sit in the rear if allowed entry at all, African Americans were barred from being seated or served in many establishments during the first half of the twentieth century. In the 1950s and 1960s, peaceful sit-ins were staged at popular lunch spots in many college towns to protest racial injustice. Met with a mix of anger, resistance, and support, these demonstrations became a nationwide movement to serve as a catalyst for change. Lunch counters, as portrayed in Rockwell’s hopeful illustrations, are reminiscent of the “good old days” for some, but not all.

The Runaway, 1958

Norman Rockwell (1894–1978)
The Runaway, 1958
Cover lllustration for The Saturday Evening Post, September 20, 1958
Oil on canvas
Norman Rockwell Museum Collection, NRACT.1973.18
© 1956, SEPS. Curtis Licensing.

Norman Rockwell’s boyhood experience growing up just north of New York City provided inspiration for this popular painting. “I ran away from home when I was a kid in Mamaroneck and mooned around the shore, kicking stones and watching the whitecaps on Long Island Sound,” he said. “Pretty soon it began to get dark and a cold wind sprang up and moaned in the trees. So I went home.” Many years later, Rockwell brought eight year-old Ed Locke and Massachusetts state trooper Dick Clemens to a soda fountain restaurant in Pittsfield, Massachusetts, where they were photographed as models for The Runaway. After completing a first canvas capturing the restaurant’s modern décor, Rockwell rejected it and produced a second version with a sparer setting. Asked by Clemens why he made the change the artist explained that he a rural background would “give the impression that the little boy had gotten further out of town.” This subtle revision heightened the significance of a moment shared by the would-be runaway and a compassionate trooper who, ensured that “no harm [will] come to that kid.” In mid-century America, figures of authority were often portrayed in a positive light, despite discourse at the time about the need for police reform. After World War II, many police forces applied the military-style tactics that officers had grown accustomed to while in the service, and racial discrimination became an important point of contention.

ILLUSTRATION AND RACE

Commissioned for public consumption, the art of illustration is woven into our daily lives as it has been for centuries. Perceptions of people, groups, and societal norms are derived from widely-circulated illustrated images that have appeared in printed matter and periodicals, and on today’s digital screens. Illustrators are often asked to represent group values, and in the early and mid-twentieth century, deference to those constraints provided a means of reproduction and distribution of their art. At the time, American periodicals were marketed to a largely white demographic majority and supported by an army of advertisers who greatly influenced their content. In the post-World War II years, a newly empowered buying public emerged, and until the Civil Rights Movement, African Americans and other people of color were almost completely invisible on the pages of American magazines—whether on covers, in fiction articles, or in ads. Prevailing attitudes regarding race and the representation of Black people in the Jim Crow era and beyond were reinforced in mass-circulated publications such as The Saturday Evening Post and Collier’s, and in popular women’s magazines like Ladies’ Home Journal, Good Housekeeping, and McCall’s, which portrayed people of color in stereotypical or subservient roles. During the 1940s and 1950s, top publications had millions of subscribers, making illustrators, art directors, and publishers prominent tastemakers who played a prominent role in affecting cultural beliefs.

Boy in Dining Car, 1946

Norman Rockwell (1894-1978)
Boy in Dining Car, 1946
Cover illustration for The Saturday Evening Post, December 7, 1946
Oil on canvas
Norman Rockwell Museum, NRM.1988.02
© 1946, SEPS. Curtis Licensing.

Using a dining car from the New York Central’s Lake Shore Limited as his setting, Norman Rockwell captured a moment in his own son’s life that he thought would touch a common chord for Saturday Evening Post readers. However, despite the warmth of his narrative in which a young white boy calculates a tip for a smiling African American waiter, the image adheres to the proscribed way that people of color were depicted in early and mid-century magazines—in service to whites.

Soon after the Civil War, Chicago businessman George M. Pullman hired thousands of African American men to serve white passengers traveling the country by rail on his sleeping cars. Underpaid and overworked, porters and waiters often endured harassment on the job. More than twenty years before this cover illustration was published, A. Philip Randolph (1889-1979) was asked by the all-Black staff of the Pullman sleeping cars to lead a new organization, the Brotherhood of Sleeping Car Porters. Determined and incorruptible, Randolph was a widely-known spokesperson for the Black working class, and in 1935, the BSCP became the collective bargaining agent of the Pullman porter.

WOMEN IN THE POPULAR PRESS

In his youth, Norman Rockwell was familiar with the images of glamorous women created by popular male illustrators Charles Dana Gibson, Howard Chandler Christy, C. Coles Phillips and others for American periodicals. Busy with early commissions for children’s magazines, he mastered the art of painting the antics of boys, but his real ambition was to illustrate a cover for The Saturday Evening Post. Emulating the covers of the time, he created a Gibson-style girl being kissed by an elegant man, but when Rockwell asked cartoonist friend Clyde Forsythe for his opinion of the work, he declared it to be “Terrible. Awful. Hopeless.” He advised Rockwell to stick to what he did best – painting kids – and for some years, he took his friend’s advice.

Illustration, like photography and film, has helped to establish societal gender and appearance norms. Portrayals of women, created largely by male artists and circulated by advertisers and mass magazines, have been used to attract audiences and sell publications and products. The term “male gaze” was coined in 1976 by film critic Laura Mulvey, referring to the presentation of women from a distinctly male perspective in the visual arts and literature. Rockwell once commented that he painted “the kind of girls your mother would want you to marry,” though his female protagonists were often complex, strong, and savvy, as in the art on view.

Girl Reading the Post, 1941

Norman Rockwell (1894–1978)
Girl Reading the Post, 1941
Illustration for The Saturday Evening Post cover, March 1, 1941
Oil on canvas
Norman Rockwell Museum Collection, Gift of the Walt Disney Family, NRM.1999.3
© 1941, SEPS. Curtis Licensing.

Always aiming for the widest possible audience for his Saturday Evening Post covers, Rockwell pictures often have several layers of interest. To assure a successful cover, Rockwell grabs the viewer’s attention with a trick—he matches the cover girl’s face perfectly to the schoolgirl’s body. By picturing a reader so engrossed in the Post, Rockwell emphasizes the interest and allure of the magazine, thus promoting its sale on newsstands. Beyond the gimmick, a story of growing up emerges in the simple scene of commuting to school. This young girl may soon leave behind her scuffed saddle shoes for polished heels, and her cozy mittens for kidskin gloves.

In studying this work, illustrator and Queens College professor, Ryan Hartley Smith, observed that “the paleness of the young woman’s skin and the tartan pattern of her skirt place her within the boundaries of whiteness and Northern European traditions of practical fashion.” In contrast, the magazine cover that she holds features “icons of highly staged design and theatrical fashion to depict an idealized and perhaps exoticized female-presenting cover model. She stares directly at us from the heightened, asymmetrical perspective common in photo shoots. Through makeup, grooming, and the definition of her features, Rockwell telegraphs that she is older than the girl reading the magazine, and perhaps of a higher social class. Her skin tone and facial features can be interpreted as racially ambiguous, though they fall within traditional constructions of whiteness and white femininity. The model’s clothing is also symbolically rich,” Hartley Smith notes. “Rockwell presents a vision of high fashion that, in 1941, would have been interpreted as non-European. He appears to have painted the model wearing a Baiana turban over her hair, a style that the Brazilian samba star Carmen Miranda had recently introduced into the lexicon of American pop culture.”

ARTISTIC IDENTITY

Norman Rockwell and his mid-century illustrator colleagues spent their careers working to enliven the pages of American magazines, but they were pushing against the tide. At the time, there was heated debate about the relative merits of abstract art, realist art, and popular illustration, and Rockwell’s brand of visual storytelling was frequently caught in the crossfire. By the late 1940s, shifts in technology—which brought the world to the masses through photography and television—and challenges by modernist art idioms, conspired to relegate conventional illustration to a lesser status. Traditional narrative illustration was a waning discipline, and though Rockwell was admired by many, he was also an institution to younger generations who viewed him as the old guard. For all of his complexity, and perhaps because of it, Rockwell became a catalyst for change for illustrators seeking to blur the lines between fine and applied art. In the works on view, Rockwell considers his place in the art world during changing times.

Triple Self-Portrait, 1959

Norman Rockwell (1894–1978)
Triple Self-Portrait, 1959
Painting for The Saturday Evening Post cover, February 13, 1960
Oil on canvas, 44.5 x 34.75 inches
Norman Rockwell Art Collection Trust, NRACT.1973.19
© 1959, SEPS. Curtis Licensing.

Humor and humility were essential aspects of Norman Rockwell’s character, so when asked to do a self-portrait that would announce the first of eight excerpts of his 1960 autobiography, My Adventures as an Illustrator, the result was lighthearted and self-deprecating. Rockwell’s life was far too eventful to approach summation in a single work, so he limited the composition to himself, his materials, his references, a canvas on an easel, and a mirror.

There are inconsistencies in this painting that are cause for wonder. Rockwell was a stickler for neatness, but here, scattered matchsticks, paint tubes, and brushes litter the studio floor. The glass of Coca-Cola, Rockwell’s usual afternoon pick-me-up, looks as if it will tip over at any moment. He has traded his usual Windsor chair for a stool, which suited the composition, and his milk glass table palette is substituted for a hand-held version more symbolic of his profession. In real life, Rockwell’s mirror was not topped with an eagle holding arrows, cannon balls, and a shield. The eagle, taken from the outside of Rockwell’s studio for use as a prop, may have been reflective of his affinity for quintessential American themes. The four self-portraits on his canvas—Albrecht Durer, Rembrandt van Rijn, Pablo Picasso, and Vincent Van Gogh—are his references. They invite us to compare, as he did, how other artists tackled their own self-portraits.

CIVIL RIGHTS AND THE POPULAR PRESS

In the 1960s, moving beyond his popular humanistic illustrations depicting the lives and experiences of white protagonists for the Post and other publications and advertisers, Rockwell sought to express his personal viewpoints through the documentation of social and humanitarian subjects. As evidenced in his Four Freedoms paintings, published in 1943, he wanted to make a difference with his art, and as a trusted and highly marketable illustrator, he had the opportunity to do so. In addition to Rockwell’s personal desire to inspire change through his work, this installation explores the publishing, cultural, and artistic trends that also inspired reconsideration of his direction.

Golden Rule, 1961

Norman Rockwell (1894-1978)
Golden Rule, 1961
Cover illustration for The Saturday Evening Post, April 1, 1961
Oil on canvas
Norman Rockwell Museum Collection, NRACT.1973.010
© 1961, SEPS. Curtis Licensing.

Golden Rule features a gathering of men, women, and children of different races, religions, and ethnicities. The inscription “Do Unto Others as You Would Have Them Do Unto You” was simple but universal and reflected the artist’s personal philosophy. Rockwell considered himself a citizen of the world and traveled throughout his life. Of the painting, Rockwell said, “I had tried to depict all the peoples of the world gathered together. That is just what I wanted to express about the Golden Rule.”

ABOUT THE ARTIST

Born in New York City in 1894, Norman Rockwell always wanted to be an artist. At age 14, Rockwell enrolled in art classes at The New York School of Art (formerly The Chase School of Art). Two years later, in 1910, he left high school to study art at The National Academy of Design. He soon transferred to The Art Students League, where he studied with Thomas Fogarty and George Bridgman. Fogarty’s instruction in illustration prepared Rockwell for his first commercial commissions. From Bridgman, Rockwell learned the technical skills on which he relied throughout his long career. Learn more…

IMAGES

New Kids in the Neighborhood, 1967

Norman Rockwell (1894 –1978)
New Kids in the Neighborhood, 1967
Illustration for Negro in the Suburbs by Jack Star, LOOK, May 16, 1967
Oil on canvas
Norman Rockwell Museum Collection, Norman Rockwell Art Collection Trust, NRACT.1973.081

“As an African American historian,” notes Gretchen Sullivan Sorin, Ph.D., “what came to mind in looking at Rockwell’s New Kids in the Neighborhood was W.E.B. DuBois concept of twoness—the twoness of African Americans. In his 1903 book, The Souls of Black Folk, DuBois wrote about the social philosophy of double consciousness. This inner conflict for African Americans was referred to as ‘a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness—an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.”

“During the period of segregation, African Americans essentially lived parallel lives to white Americans with their very own neighborhoods, businesses, restaurants, hotels, and places of worship. They lived in segregated communities not by choice, but forced into these places by racial prejudice. In different parts of the country, black and white people could not play checkers together, use the same phone booths, bathrooms, water fountains, or restaurants, among other public accommodations.”

“White Americans rarely ventured into Black communities and had no knowledge of or interest in the inner workings of Black homes or black neighborhoods. However, Black Americans moved freely in the white world because their work often placed them in service as cooks, nannies, gardeners, maids, drivers, Pullman porters, and other similar positions for white families. The advertisements in magazines like The Saturday Evening Post demonstrate this, showing Black people as props in ads for cars and household products, as servants in the homes of middle and upper middle class white families. In Rockwell’s December 7, 1946 cover, Boy in Dining Car, a smiling porter serves a young white child. We see the evolution of Rockwell’s thinking in this painting, which shows a Black family moving into a middle class white neighborhood. Here, he grapples with ideas that go beyond an idyllic white world to consider the Black struggle. Using engaging images of children, Rockwell exposes, hate, prejudice, and integration, as well as courage, and resistance.”

—Gretchen Sullivan Sorin, Ph.D., Director and Distinguished Professor,
The Cooperstown Graduate Program, SUNY Oneonta

Girl in Mirror, 1954

Norman Rockwell (American, 1894-1976)
Girl at Mirror, 1954
Cover illustration for The Saturday Evening Post, March 6, 1954
Oil on canvas
Norman Rockwell Museum Collection, Norman Rockwell Art Collection Trust, NRACT.1973.8
© 1954 SEPS: Curtis Licensing

Girl at Mirror follows a long tradition of fine artists who have pictured a woman contemplating her reflection. George Hughes, Rockwell’s fellow Post cover artist, said that a painting by Edouard Manet inspired this work. Two paintings by other artists stand out as strong candidates, however. Included in Rockwell’s reference files are examples of Picasso’s Girl Before a Mirror (1932) and Elizabeth Vigee-Lebrun’s Portrait of Julie Lebrun (1787), each of which could have directly influenced this work.

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VENUE(S)

Norman Rockwell Museum, Stockbridge, MA     

Hours

OPEN
Mon 10am-4pm
Tue 10am-4pm
Thu 10am-4pm
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Sat 10am-5pm
Sun 10am-5pm

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Wednesdays
Thanksgiving Day
Christmas Day
New Year’s Day
ROCKWELL’S STUDIO
Closed for the season.
Opens May 1, 2025

Special Holiday Hours: Christmas Eve and New Year’s Eve: 10am-2pm.

Admissions

There are limited daily tickets for tours of Norman Rockwell’s Studio. It is recommended you purchase your museum admission and studio tour tickets online in advance of your visit.  Museum Visit admission is required for all tours.

Members Adult Seniors /
Veterans & Military
Children MA Teachers College
Students
Museum Visit: Free $25 $23 Free $22 $10
Curator Tour:
Original Sisters
$10 + $20 + $20 Free + $20 + $20
Guided Tour:
Rockwell’s Life & Art
(40 minutes)
Free +$10 +$10 Free +$10 +$10

There are limited daily tickets for tours of Norman Rockwell’s Studio. It is recommended you purchase your museum admission and studio tour tickets online in advance of your visit.  Museum Visit admission is required for all tours.

Museum Visit:
Members, Children, & Active Military: FREE
Adults: $25
Seniors & Retired Military: $23
MA Teachers: $22
College Students: $10

Guided Tour:
Rockwell’s Life & Art
(40 minutes) – additional purchase
Members, Children, & Active Military: FREE
Ticket per person: $10

Curator Tour:
Original Sisters
Members: $10
Children: FREE
Adults: $20
Seniors & Active/Retired Military: $20
College Students: $20

Additional Discount Opportunities:

  • Front Line Medical Workers receive free admission.
  • AAA member, NARM member, Stockbridge Resident, and EBT/WIC/ConnectorCare Cardholder discounts available.

For Free and Reduced prices, you may be required to present a valid ID demonstrating your status for qualifying for discounted pricing.

Kids Free is supported by:
Connector Card is supported by:
Norman Rockwell Museum receives support from:

DIRECTIONS

Norman Rockwell Museum
9 Glendale Road Route 183
Stockbridge, MA 01262
413-931-2221

Download a Printable version of Driving Directions (acrobat PDF).

Important note: Many GPS and online maps do not accurately place Norman Rockwell Museum*. Please use the directions provided here and this map image for reference. Google Maps & Directions are correct! http://maps.google.com/

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Route 7 runs north to south through the Berkshires. Follow Route 7 South to Stockbridge. Turn right onto Route 102 West and follow through Main Street Stockbridge. Shortly after going through town, you will veer to the right to stay on Route 102 West for approximately 1.8 miles. At the flashing light, make a left onto Route 183 South and the Museum entrance is 0.6 miles down on the left.

Route 7 runs north to south through the Berkshires. Follow Route 7 North into Stockbridge. Turn left onto Route 102 West at the stop sign next to The Red Lion Inn. Shortly after you make the left turn, you will veer to the right to stay on Route 102 West for approximately 1.8 miles. At the flashing light, make a left onto Route 183 South and the Museum entrance is 0.6 miles down on the left.

Boston (two-and-a-half hours) or Springfield (one hour):
Take the Ma ssachusetts Turnpike (I-90) West, getting off at exit 10 (formerly exit 2) – Lee. At the light at the end of the ramp turn left onto Route 20 East and then immediately turn right onto Route 102 West. Follow Route 102 West into Stockbridge Center (about five miles). Continue going west on Route 102 (Main St.). Shortly after going through town, you will veer to the right to stay on Route 102 West for approximately 1.8 miles. At the flashing light, make a left onto Route 183 South and the Museum entrance is 0.6 miles down on the left.

from Albany and west: (one hour) Take I-90 east to exit B3 – Route 22. Go south on New York Route 22 to Massachusetts Route 102 East. Stay on Route 102 East through West Stockbridge. Continue on Route 102 East approximately 5.5 miles until you come to a blinking light at the intersection of Route 183. Make a right at the blinking light onto Route 183 South and the Museum entrance is 0.6 miles down on the left.

(two-and-a-half hours) Take either the New York State Thruway or the Taconic State Parkway to I-90 East. Follow I-90 East to exit B3 – Route 22. Go south on New York Route 22 to Massachusetts Route 102 East. Stay on Route 102 East through West Stockbridge. Continue on Route 102 East approximately 5.5 miles until you come to a blinking light at the intersection of Route 183. Make a right at the blinking light onto Route 183 South and the Museum entrance is 0.6 miles down on the left.

(one-and-a-half hours) Take I-91 North to the Massachusetts Turnpike. Take the Massachusetts Turnpike (I-90) West, getting off at exit 10 (formerly exit 2) – Lee. At the light at the end of the ramp turn left onto Route 20 East and then immediately turn right onto Route 102 West. Follow Route 102 West into Stockbridge Center (about five miles). Continue going west on Route 102 (Main St.). Shortly after going through town, you will veer to the right to stay on Route 102 West for approximately 1.8 miles. At the flashing light, make a left onto Route 183 South and the Museum entrance is 0.6 miles down on the left.

(five minutes)
Go west on Route 102 (Main St.). Shortly after going through town, you will veer to the right to stay on Route 102 West for approximately 1.8 miles. At the flashing light, make a left onto Route 183 South and the Museum entrance is 0.6 miles down on the left.