If you’ve ever been around me long enough, and talked with me about the right subjects, you may have found out that I am intrigued by theories of reading and the finding of meaning in a text (though text being a open ended word meaning music, art, literature, plays). And you may have even heard me talk about canonical or dramatic theories of reading as opposed to grammatical or historical/cultural theories. What the differences are between these two fields is bound up in many, many, many books on the topics, and I don’t want to go into a full description of the theories and their criticisms, but let me simply lay it out this way: canonical reading seeks to look at a piece of work within the text that is considered canon, or as only these texts. It is hard for me to capture what exactly that means especially outside of the Bible, where the books we have bound together are considered canon, but a close concept would be to take Shakespeare’s Romeo and Juliet: only the text within the covers are considered canon, not any other text that Shakespeare wrote, or what others may have written. Canonical reading seeks to find the meaning held within Romeo and Juliet, using, consequentially, only the text within Romeo and Juliet; one does not use Othello, or Macbeth to try to interpret Romeo and Juliet. But if one were to take a Historical/Cultural model of interpretation, she or he would try to connect Shakespeare’s words and ideas with those that would have been around during his time. Thus she may interpret the word “love” as those in the 16th century were using the word, not as Shakespeare uses it.
But as I said, there are books upon books discussing these different theories, and I’m not necessarily hear to discuss them. Let us just take for granted that I desire the canonical approach first. Rather, the problem comes when I am attempting to endorse this theory and the difficulty of inspiring and revealing how this approach can be used for good, for beauty, for aesthetics.
A quick aside: I want to quickly explain those last three words I used. I tossed around the idea of using the words “productive” or “efficient” but they weren’t what felt right. Finding meaning isn’t a labor or and end product, but rather a good, a beautiful thing, an aesthetic. And I am not trying to inspire a better search for meaning that will cut out labor costs, but rather I am attempting to inspire a search for meaning that touches us intellectually, emotionally, bodily. I want to inspire a search for meaning that isn’t necessarily efficient, but one that embraces our whole being. To be honest, a canonical approach requires more time searching and listening, constantly attending again and again to the text, and requires us to know the text fully. It is not a theory that quickly finds meaning.
So in an attempt to show how this theory works, I have been found two great sources as examples: Sufjan Stevens “Age of ADZ” and Pink Floyd’s “The Wall”. I must first admit that “The Wall” as a canonical example was brought to me by Joey Wulf years ago as he brought canonical reading to my attention, and then had us listen to “The Wall” canonically. But recently on my own I have also found out that “The Age of ADZ” works as a great example. One of the struggles when it comes to canonical reading (or listening) is figuring out which texts can be used, and which cannot; or, where are the boundaries of the canon. These is a larger subject that must be fleshed out another time, but the great thing about these two examples is that we know how far to look: no farther than the album. “The Wall” is an album meant to tell a story, and was even meant as an opera, so we know that it begins with the first song, and ends with the last one; there is no need to reach beyond the album. And “Age of ADZ” is seen largely as auto-biographical, and any experience with Sufjan Stevens reveals that his albums are usually stories in themselves. In a way, we don’t have to spend much time deciding whether we can or cannot look at these two albums canonically; the authors themselves tell us so.
So why do they work as examples?
On a pragmatic level these albums work because they are, relatively, short, requiring only a hour or so of someone’s time. And in a way this is a good thing because an attempt to inspire canonical theory would be hard to do if it took days and weeks to do so. These albums give a nice compact example of what canonical theory can do to a text, what it can reveal about meaning. Like learning to run a marathon, you start with a short exercise, and then slowly work your way up. It also helps that they are musical examples that can be listened to by a group of people, rather than a book that would have to be read aloud (though not a bad thing) or passed around to be read by each person. You can easily convince someone to sit down and listen to an album with you; it would be harder to have him or her sit down with you and listen to a story read aloud.
On another level these albums work because for us to understand the meaning in these albums we must learn something that we aren’t normally taught very well: to hold onto what has been revealed. Often when we read, or watch, or listen, we get a little stuck in the moment and we don’t really call to mind what we already know, or remember. What someone said at the beginning of a book, movie, play, song gets forgotten by the half way point, and so we get confused when it is referenced again, unless there is a cool flashback that reminds us of it. But in these albums we can, given a hour or so, learn to develop that ability, a beginning exercise in remembering. These albums seem to rely on us remembering what has already been revealed. “The Wall” requires us to recall the very first line spoken in the album when we get to the end; “Age of ADZ” requires us to remember that the first song is the author’s purpose for these songs, giving meaning to all of the following songs, for “words are futile devices” and yet he attempts to use them to trace out this story.
What remembering does for us as well is learning to keep the tensions, the revelations, the themes in our hands as we go into the “future,” the next song. By remembering what has been revealed, we also learn not to forget it and close off that theme; rather we learn to leave open the questions, and concepts that have been started, and only when we get to the end do we attempt to figure them out. We learn not to give a quick answer to the question, but to leave it open, to allow other voices to speak to the question before we attempt to give a final answer. And in this way, we pull the the past into the present, and with us into the future. We don’t allow the quick answer to always be the final answer, but the final only to come at the closing of the text. (That also ties into our own lives, but let me forgo that conversation.)
These albums also push us towards a dramatical reading as well, but this can only while looking at them canonically. What I mean to say is that these albums are also a drama that we must allow ourselves to be suspended within. If we look at them as only songs and puzzles to solve, we miss out on being carried along by the drama held therein. And I believe we miss out on a very big part of the text, and a big of the aesthetics. By learning to immerse ourselves in the drama of these albums, we learn an important skill to be able to inhabit the same space as the “actors” in the drama, helping us to understand better their emotions, their motivations, why they say what they say. As a great example, Sufjan’s resounding claim in the song “I Want to be Well” doesn’t effect us much if we haven’t been caught up in the drama of love and loss that has been laid out in the previous nine songs. Or the abuse and abandonment in “The Wall” seems like whining if we haven’t attempted to empathize with the character. Without being carried by the drama, we may find a meaning, but it will be a meaning only half felt, if even felt at all. We would not be able to truly speak out about the author’s experience if we forwent the drama; we would only be unsympathetic critics.
There are many other things that could be said about these two albums, how they teach us to interpret texts better, but that requires actually listening to them with me, or someone else, and plodding slowly through as we attempt to see where canonical listening takes us. But as examples they work oh so well, and I wanted to at least pique your interest in them, in hopes that one day you would want to see what I mean. And hopefully I would be able to show you how remembering and empathizing brings a deeper, better understanding, and what it then looks like to go into the future with these things in hand.
Cameron