The World of Haiku, Poetry

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Ask students to discuss the haiku they have in front of them in these terms. Using a projector, annotate the haiku with the students' comments. Arrange students in small groups, pass out additional sets of haiku, instruct students to read, discuss and annotate these poems using the terms from step 2 Each group selects one poem to "teach" with the class, using the projector to share and discuss their annotations.

Debrief: teacher comments on the selected poems, reviewing sensory details and images. Day Two: Introduction and Guided Practice 1.

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Practice: 6. Review the characteristics of haiku handout "Haiku Characteristics" with the students. Teacher and students get out their images and charts from the previous day. Model: 3. Practice: 4. Students work on composing their own haiku using their notes based on the images they selected 5. Teacher circulates, observes and comments.

Students will enjoy exchanging haiku, helping each other with comments and suggestions.

Conclusion: 1. Extensions: Kukai: a haiku competition where the students anonymously submit three of their own haiku, then evaluate and select their favorite three haiku from all that have been submitted. These favorites are discussed, tallied and their author revealed. Renka: the group writes linked haiku.

Each student starts by submitting a hokku: an open ended haiku of fourteen syllables in three lines; this is passed to the next student who adds a two line link of 5 and 5 syllables. This is passed to the next student who adds a fourteen syllable haiku link, etc. Each linked set of haiku continues around the group until links have been created for each starting hokku.

There are specific instructions for including particular types of images in certain links. When the students have seen ten more or less as time allows they sit down and use their notes to compose and edit haiku. These are assembled and published in a class newsletter, web page or book there are numerous ways to make attractive, creative handmade books and pamphlets.

Adding simple illustrations to these creates haiga.

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Wider publication: there are many haiku in English websites that welcome student submission. There are also contests where students submit their haiku.

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12 Haiku That Reflect on Zen Buddhism

One site is the Mainichi Daily News. It publishes a monthly selection of English haiku. The paper's English-language website, contains a selection of contemporary haiku, including recent winners of the Mainichi Haiku Contest. Students may submit haiku by email to mdn mainichi. Cross-Curricular Ideas: Art is a great subject connection. Researching the development of Asian art history, its styles and principles, and comparing these to the contemporary poetry may elucidate aesthetic ideals.

Japanese history and social studies provide areas for research into the time periods and social, political and economic conditions that surrounded and nurtured the development of haiku from the 16th century on. Japanese art and culture: this idea comes from Edsitement: "To broaden students' perspective on Japanese culture, have them compare the types of scenes evoked by haiku with the scenes portrayed in ukiyo-e woodblock prints, which also became popular during the Tokugawa period.

Like haiku, this was an art rooted in everyday experience, as indicated by its name, "ukiyo-e," which means "pictures of the floating world. All of these practical arts are associated with the principles and practice of Zen. Therefore, they share some of the aesthetic characteristics of haiku, particularly the haiku developed by Basho. Resources and References: Britton, Dorothy.

Attached Handout: Ms. Dead cat… open mouthed to the pouring rain Michael McClintock This is haiku because it shows us the cat and the rain, and those images make us feel sad Harter, pg. They consist of three lines: 1. Images that appeal to the senses make strong haiku. Utamakura: references in poetry to places that are famous from the past, historically significant people, cultural traditions with specific associations known to most readers, sometimes Chinese place names.

A poet may even use a line from other haiku or poems. Haibun: haikai prose, sometimes act as head notes that accompany haiku Haiga: haiku accompanied by a drawing that expresses the feeling of the haiku Calligraphy is the third element that expresses the aesthetic experience of the haiku Is this haiku? July 2 Haiku Masters and their poems Basho, Matsuo. An old pond! Academy of American Poets Educator Newsletter. Teach This Poem. Follow Us.

Reading and Writing Haiku | Center for Asian Studies | University of Colorado Boulder

Find Poets. Read Stanza. Jobs for Poets. Materials for Teachers. The Walt Whitman Award. James Laughlin Award. Ambroggio Prize.

Were they drawn in by the haiku's two-part structure -- surprised by a sudden turn of thought or shift of perspective? Were they inspired by their favorite haiku, prompted to respond with a thought of their own, like a hakai poet of the seventeenth century? Work with the class in this way to extend and sharpen their list of critical insights into haiku, eliciting student comments on characteristic haiku moods and themes e. To broaden students' perspective on Japanese culture, have them compare the types of scenes evoked by haiku with the scenes portrayed in ukiyo-e woodblock prints, which also became popular during the Tokugawa period.

Like haiku, this was an art rooted in everyday experience, as indicated by its name, "ukiyo-e," which means "pictures of the floating world. Have students examine a selection of ukiyo-e prints in small groups, listing points of comparison between these images of everyday life and the scenes called to mind by haiku. Students might notice, for example, that ukiyo-e frequently convey a sense of season and seem to capture a specific time and place.

Likewise, these pictures typically draw a viewer into the situation and open a fresh perspective by including a "cutting" detail, such as a person whose posture or facial expression at first seems out of place, or a tiny human figure who at first seems lost in the landscape. Encourage students to note other similarities and differences, then share observations in a class discussion. Ask students what conclusions one might draw about the relationship between ukiyo-e and haiku, and how one might substantiate or refute those conclusions through further research.

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Close this discussion by asking students what these two art forms reveal about Japanese culture and society in the Tokugawa period. Direct students' attention first to physical aspects of the culture portrayed in traditional haiku and ukiyo-e: What does Japan look like to the Japanese?

How do they respond to the weather and climate? How do they perceive their country's landscape, vegetation, and wildlife? What is their attitude toward nature, country life, and the urban scene?

For Teachers

Probe more deeply by asking what haiku and ukiyo-e might reveal about Japanese social relationships, gender roles, class divisions, and cultural values. Note students' observations on the chalkboard and encourage them to range widely in this discussion, aiming to open their eyes to the wealth of information concentrated in these popular art forms. Be alert at the same time, however, to guard against sweeping generalizations by reminding students that haiku and ukiyo-e are only a tiny part of Japanese culture.

Conclude this lesson by having students write two or three haiku based on their own everyday experiences. Be sure to emphasize that a haiku can be funny, serious, or even just a "snapshot" of a moment or a scene. Allow no more than 15 or 20 minutes for this assignment, then have students share their best poems in their groups or with the class. Skip to main content. Lesson Plan. Photo caption.

Print shows three women and a man having a small tea party beneath blossoming cherry trees. Library of Congress.

The Haiku Foundation World of Haiku

What can we learn about Japanese culture by studying haiku? To learn about the history and poetic conventions of Japanese haiku. To compare the world of haiku with the world portrayed in Japanese woodblock prints. Lesson Plan Details Lesson Activities. Activity 1.