Haiku: Poetry with a Purpose

Trina Goodbeer

Introduction

Why Haiku?  Teaching Haiku poetry is beneficial because it provides an opportunity for my students to nurture, develop, and transform their experiences, ideas or emotions into an artistic form of expression. Because of its minimalist approach to language and imagery, Haiku poetry can enhance creativity, produce enthusiasm and confidence, and discourage a writer’s reluctance. Writing Haiku will provide an opportunity for my students to nurture, develop, and transform their experiences, ideas, or emotions into an artistic form of expression.

My students’ grades range from K-5th Grade.  This form of poetry is easy to grasp for all age groups.  The 5-7-5 syllable pattern allows students to readily grasp the concept. 

Demographics

I work at Owen Elementary School which has a student population of 401 students.  51% Female and 49% Male.  76.9% of the student population is  minority which includes 55.6% Hispanic, 9.4% Black, 8.1% of 2 or more races, and 2.6% Indian.  The Caucasian population is 23%.  80% or more receive free or reduced lunch. The ratio of staff to students is about 16:1. 100% of the staff is certified.  20% of the staff is Minority (4/23).  4/23 of the staff members are male.  The administrator is a Caucasian male.

Unit Content

Teaching scholars Haiku offers various benefits.  There are many developmental and educational fundamentals that can create a framework for encouraging my Gifted/Talented Students to become an effective writer of Haiku.  The process of Analytical Thinking, Depth and Complexity, and the use of Bloom’s Taxonomy will enable me, as the educator, to effectively analyze the level of expertise of each student’s potential learning outcomes and skills.  Additionally, Bloom’s Taxonomy is a tool that I can use to analyze the six levels of hierarchal foundations and evaluate at each level, the prerequisite knowledge needed to proceed towards the mastery of the Haiku concept.  Teaching Haiku poetry is beneficial because it is a simple way for scholars to enter the writing process. It is accessible for students of all levels, and encourages them to use concise language and embrace the thoughts of an individual’s personal experience by utilizing the five senses.  This type of poetry captures a thought in a moment in time and encourages creativity through a relatable process.  Creativity is something that exists in each of my students.  It needs to be cultivated, and the creative outcome needs to be recognized and communicated to others.

Haiku will be of great interest to my students with several benefits:

• Haiku can help struggling readers and writers improve syllabication and/or move towards its mastery.
• Haiku offers other basic language concepts such as critical thinking skills, including abstract and concrete word choice and imagery.
• Haiku poetry in a classroom setting can encourage teamwork and leadership skills (which I often encourage).  Thus, scholars can help each other revise and edit towards the final product.
• Haiku poetry originated from Japanese culture.  This style of writing provides an opportunity for scholars to learn about another culture and tradition.  The study of Japanese culture and the style of Haiku writing will encourage my students to explore a unique, artistic, and creative form of literary expression.
• Haiku poetry can foster a greater international awareness of literature that is exposed, written, read, and understood by a worldwide audience.  My classroom is multicultural, diverse in languages, customs, culinary traditions and practices.  The importance of recognizing diversity promotes opportunities for my students to gain a global perspective and awareness of a form of artistic expression that has an international voice and presence.
• Haiku poetry builds vocabulary by encouraging my Gifted/Talented students to carefully select descriptive and precise language from the higher levels Bloom’s Taxonomy. (1) This will be an effective way to convey the meaning within the five, seven, five (5-7-5) syllable count.  With the use of Bloom’s Taxonomy as a strategy to prompt the writer to use new words in context, the result will be vocabulary refinement and expansion; and an explorative process that will include a focus of the Analytical, Evaluative, and Creative objectives of Bloom’s Taxonomy (2).  The implementation of these processes is a tool that is an essential guideline for understanding the concept of how to create an effective Haiku.

The activity of creating an effective Haiku will encourage students to break down information by using the prompts of the knowledge presented, and explore ways to analyze the effectiveness of a deeper analysis of different perspectives with the analysis of the use of the Bloom’s Taxonomy, and in conjunction with the use of the Depth and Complexity Module (3).The Depth and Complexity Module concept of Pattern, Multiple Perspectives, and the Big Idea (4) will be applicable and used in the following format:  Patterns: five, seven, five (5-7-5) syllable count.  Multiple Perspectives: from both the author’s standpoint; the ability to analyze one’s beliefs, personal experiences, emotions and perceptions of the world; with the mindset of capturing objects in a moment of time during the phase of creating the Haiku poem.  Lastly, the Big Idea: the most important purpose of how to explore the Haiku form and content.

Bloom’s six levels of outcomes are:  Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. (6) The process will begin with the foundational concepts of Blooms’ Taxonomy.  As the scholars gather additional information, the scaffolding process will focus on the areas of emphasis for determining potential outcomes for Gifted/Talented students.  The application of the higher-level categories of the Bloom’s Taxonomy hierarchy for my Gifted and Talented students will emphasize the use of the Analyzation, Evaluative, and Creative processes/stages which will result in the creation of an effective, final product.

Remembering: The Criteria for creating a Haiku––Using the five, seven, five (5-7-5) syllable format.

Understanding: The perception of capturing a thought to evoke natural imagery.

Applying: Use the graphic organizer as a tool to examine the first two phases of the Bloom’s Taxonomy as a reliable approach to begin the process of a thought-provoking Haiku.

Analyzing: Students can explore the relationships of objects in nature (examine, compare, contrast) with the use of symbolism or metaphors if desired.

Evaluating: Critically examine the effectiveness of the poem in the following ways: Does the poem employ rhyme, meter, or alliteration to evoke a strong emotional impact or response (the reader and the listener can identify a particular feeling)?

Creating: Generate, design, develop, and modify in order to produce something new  regarding the fundamental concepts of Haiku poetry.

Characteristics of Haiku

Haiku, as with other poetic and literary forms, has evolved over the centuries.  Traditional Haiku adhered to a concise structure of unrhymed lines.  Line 1: five syllables; Line 2 seven syllables; and Line 3: five syllables.  The structure of Japanese Haiku follows the five, seven, five syllable pattern based on sound units in the Japanese language.  English Haiku uses the same concept of five, seven, five, syllable pattern.  However, on the other hand, the English Haiku often deviates from the original structure of Japanese Haiku due to the different pattern and elements of syllabication of the English Language.  The major concepts that my students will learn will be the definition of Haiku, the history of Haiku and how it evolved internationally, the format and concept of Haiku; and the five techniques for writing Haiku.

What is Haiku?  Haiku is a form of poetry that focuses on a brief moment in time, (particularly in nature), that gives an illumination of a thought.  “The purpose of the haiku is to share a brief moment or event so that the reader can bring to life in his or her mind (and thus experience the same feelings) without having to physically experience what the author is expressing in the poem.” (8).

Haiku originated in 17th Century Japan as an opening stanza called the hokku.  It was written about the season, time of day, and nature or landscape.  Over a period of time, the Hokku began to be written as a standalone poem. (9) The Japanese writer “Masaoka Shiki is regarded as a major figure in the development of modern Haiku”. (10)  Early Western Scholars studied Japanese culture and focused on vivid imagery, sensory details, and/or imagery of sound.  The focus on imagery, enlightenment of thoughts, and thematic reflections that capture a brief moment of time, remains an expressive art form of imagery which uses the fewest words possible.  The concept of Haiku gives the writer an opportunity to express his/her world with a pattern form of short verses.

Haiku moved the Western poets from the origins of Japanese culture and perspectives to another form of literary thought.  Many Western poets often embraced Haiku; with its presentation of a unique style, often written in the first person and with three lines. (Japanese Haiku is often presented on one single line).  The concept created a new level of skill, a new perspective and style which inspired the need for experimentation with this form of artistic expression.  The direction in the formation of the Japanese experience; its observation, and the foundation regarding Matsuo Basho’s and Yosa Buson’s school of thought is where the Haiku process originated.  “As the Western understanding of Haiku deepened, it evolved beyond this rigid style.” (11)  It continues to evolve from Japanese culture and interconnect with the Western World. (12)

Matsuo Basho’s “The Old Pond” (13)

Furu ike ya/ Kawazu tobikomu/ Mizu no oto

Translation: “old pond/ jumping into/ water sound”

Yosa Buson was a prominent Japanese poet and painter who combined two art forms, Japanese painting and the aesthetics of haiku.

“A bat flits/ in moonlight/ above the plum blossoms.” (14)

Haiku gained global popularity in the 20th century.  It was embraced by various cultures and became appreciated widely for the intense awareness of the existence of the world around us.  Its vivid form of expression was incorporated by many American poets, such as Jack Kerouac, Richard Wright, Sonja Sanchez, and Elizabeth Lamb:

Kerouac: “The windmills of/ Oklahoma look/ In every direction.” (15)

Wright: “One magnolia/ Landed upon another/ In the dew-wet grass.” (16)

Sanchez: “Walking in Mississippi/ I hold the stars/ Between my teeth.” (17)

Lamb: “A new day/ the young harpist so proud/ of her calloused fingers.” (18)

Formal Elements of Haikus

According to the Haiku Foundation; “kigo is a poetic device used in Haiku to denote a season; it is a powerful word or phrase that can conjure up many allusions, historical references, spiritual meanings, and /or cultural traditions.” (19)  It is a traditional form of Haiku that signals a season with the use of one word.  Some of the most common are the seasons of the year: Winter, Spring, Summer, and Fall.  Each season may include elements in nature such as flowers, blossoms, weather, celestial bodies and planetary satellites.  This type of format will be introduced to all of my scholars from K-5th Grade.  A complementary poetic art form kireji–“the cutting word”– which creates a pause or break in the poem’s rhythm; hyphen (-) comma (,). (20) Kiru expresses the notion that Haiku should always contain juxtaposed (contrasting ideas).  The opportunity to experiment with the concept of comparing and contrasting two things, will be an assignment for the upper grade classmen (5th Grade) to explore and evaluate.

There are numerous literary elements, as well, that can be used for writing an effective Haiku. I have chosen five. Each element can be used to practice writing haiku.  During the initial phase of developing a Haiku poem, the best practice is to use the first element: Imagery; which captures a moment in time, allowing the author to create a vivid sensory experience for the reader.

The second technique is symbolism, which uses symbols to represent a deeper interpretation of ideas. This can communicate more abstract ideas or beliefs.  Writers use symbolism to create meaning and evoke an emotion. Symbols can be animals, objects, people, things, seasons, words, and events.  One example of symbolism can be an eagle, which represents strength, power, and insight.

The third technique: metaphor.  The use of metaphors in Haiku is a powerful way to convey a message within its short form of parameters or constraints.  The comparison of two unlike things without using “like” or “as” creates a memorable connection between two different qualities.

The fourth technique:  Personification.  The use of personification can give human qualities to objects or natural elements.  For example:  Instead of saying “The wind is blowing:.  One could write “The wind whispers.”

Lastly, the fifth technique is Alliteration.  The repetitive consonant sounds at the beginning of words can add rhythm, flow, harmony, and can create a pleasing sound to the audience or the reader.  Example:  A shooting star with sounds of silence in the sky suggests a sparkle.

Learning Objectives

Students will remember/describe the traditional and conventions of Haiku.  Students will also study Matsuo Basho, the master of Haiku and other Japanese poets.

Students will demonstrate understanding the elements of Haiku by interpreting and providing examples of Haiku.

Students will apply, characterize, with the use of a chart, and visuals, the image evoking concepts of Haiku. (A flora and fauna chart will be displayed in the classroom).

Students will analyze, examine, develop, and organize ideas for writing an effective Haiku.  (The students will brainstorm ideas using a (flora and fauna chart displayed in the classroom).  One approach can be the use of ekphrastic poetry– a detailed description of a visual representation of a painting, picture, or other forms of art.

Students will evaluate and assess if the Haiku follows the traditional 5-7-5 syllable structure, imagery, capture a moment in time, word choice, (with a concise language), kigo (seasonal reference), and impact an emotional response.

Students will create, design, devise, and produce something new after examining the fundamental concepts of Haiku poetry.

Classroom Activities

In order to help students become comfortable with the Haiku structure, examples of the poetry (traditional and modern Haiku of various authors and ethnicities) will be presented prior to the interactive activities.  Class discussions of the form, format, and types of reasonings will be analyzed.   The comparison and contrast of the traditional Japanese culture vs. the Western culture will be reviewed in the small group forum where each student can contribute to the discussion about the gradual change, emergence of the innovations, and development of how the Japanese form presented cultural norms to the Western world.  

Students will engage in the process of developing their personal style of writing by studying the examples of Haiku in the Japanese style which usually embraces nature.  There will be class discussions which will involve the analysis of the personal experiences of the women of Japan and how they may have used a different thought process of capturing a moment in time, in the production of this amazing art form. 

Secondly, students will study the Western style of Haiku, which generally focuses on life, personal experience and emotion.  This comparison will show how the Western culture reflected a different style and form that were specific to a movement; that evolved from the traditional Japanese culture.  In addition, scholars will evaluate and identify vivid imagery and assess concise word choice of Western authors of various ethnicities and genders.

Students will engage in the process of comparing/contrasting various authors, cultures, and experiences with the use of a Venn-Diagram.

Scholars will use a graphic organizer which will help in the production of the five, seven, five ( 5-7-5) rule for word choice, and syllabication.

Students will create a Haiku from personal experiences, nature, current events, a moment of observation, or historical events; whether the present, past, or future, and state whether the poem was of the Japanese or of the Western style perspective and influence.

Students will create a painting or create an art form to illustrate the poem.  Canva can be used to form a frame for the painting.  Acrylic, oil pastels, water color, crayons, charcoal, and colored pencils will be used to create a visual or a “picture in time” of the Haiku poem.

Appendix: Oklahoma State Standards

2.3.R.4 Students will find examples of literary devices: simile, alliteration, onomatopoeia.

3.2.R.2 Students will identify elements of various genres in fiction, poetry, and nonfiction texts.

3.3.R.4 Students will find examples of literary devices: ● personification ● hyperbole ● simile ● alliteration ● onomatopoeia

4.3.R.4 Students will find textual evidence of literary devices: ● metaphor ● idiom ● personification ● hyperbole ● simile ● alliteration ● onomatopoeia

4.4.W.2 Students will use precise and vivid vocabulary in writing for the intended mode and effect on the audience.

5th Grade: 5.3.W.1: Students will compose [texts] reflecting real or imagined experiences that model literary elements and/or literary devices from mentor texts.

Notes

1. Effective Learning Bloom’s Taxonomy Levels of Understanding Revised by Lorin Anderson and David Krathwohl in 2001.
2. Bloom’s Taxonomy Illustrated by Rawia InaimDepth and Complexity Framework, Module developed by Sandra Kaplan, Betty Gould and Sheila Madison.
3. Depth and Complexity Framework, Module developed by Sandra Kaplan, Betty Gould and Sheila Madison.
4. Depth and Complexity Framework, Module developed by Sandra
5. Kaplan, Betty Gould and Sheila Madison
6. ibid.       
7. Effective Learning Bloom’s Taxonomy Levels of Understanding
8. ibid.
9.  https://thewayofhaikuworldpress.com
10. Stand alone poem; en.m.wikipedia.org
11. Masaoka Shiki https://en.wikipedia. https://www.poetryfoundation.org
12. Haiku in the West: Your complete guide. Self Publishing.com
13. The Old Pond; poemhunter.com; https://www.poemhunter.com
14. A Bat Flits; mypoeticside.com
15. Jack Kerouac; americanhaikubriefpoems.com; wordpress.com
16. Richard Wright; poemhunter.com; https://poemhunter.com
17. Sandra Sanchez: Fourteenhaikupoets.com
18. Elizabeth Lamb: haikufoundation.org
19. thehaikufoundation.org
20. ibid.
21. Native Wildflowers of Oklahoma.  Poster made by Where’s Wildlife?
22. Mammals of Oklahoma.  Categories of the Mammals of the U.S. Poster