{"id":17800,"date":"2016-05-15T09:00:01","date_gmt":"2016-05-15T13:00:01","guid":{"rendered":"http:\/\/www.thehaikufoundation.org\/?p=17800"},"modified":"2016-02-11T18:27:46","modified_gmt":"2016-02-11T23:27:46","slug":"how-we-haiku-teaching-stories-4","status":"publish","type":"post","link":"https:\/\/thehaikufoundation.org\/how-we-haiku-teaching-stories-4\/","title":{"rendered":"How We Haiku \u2014 Teaching Stories 4"},"content":{"rendered":"

Teaching and Learning Haiku in Community and Classroom: Stories, Challenges, Adventures<\/strong><\/p>\n

Do you teach haiku? In a classroom? An arts foundation? Community education? We want to hear about it. Want some new ideas? A place to vet an old idea before you try it \u201clive\u201d? Community support? How We Haiku \u2014 Teaching Stories<\/em> is a monthly feature wherein we will share the many diverse and interesting ways your bring our favorite genre to your audience. Each month Brad Bennett and Jeannie Martin, co-chairs of The Haiku Foundation Education Committee, will host your stories of how you make haiku come alive for your students, and create an environment where educators can discuss the many challenges faced in bringing a fuller sense of haiku to a culture that knows little more than the stereotypes. Contact us<\/a> to share your teaching stories, to ask your questions, and to find fellowship with your peers and the rest of the haiku community. <\/p>\n

\u201cWe cannot teach a person directly, we can only facilitate his or her learning.\u201d
\n \u2014 Carl Rogers\n<\/p><\/blockquote>\n

We welcome your comments (scroll down to the bottom of the page). And don\u2019t forget about all the other fine education resources<\/a> the Foundation has to offer.<\/p>\n

\"images\"

This week\u2019s column, \u201cTeaching Haiku in Schools and Colleges\u201d, is Charles Trumbull\u2019s assessment of the hurdles teachers face in teaching haiku as poetry rather than a form. <\/p>\n

\n
Teaching Haiku in Schools and Colleges<\/h5>\n

 
\nHaiku has long attracted schoolteachers. The very brevity and the necessity to have each word count make the haiku an appealing pedagogical tool, and its main topic\u2014nature\u2014makes it particularly appropriate for children. The Web is full of pedagogical suggestions and lesson plans for a unit on haiku in grade school or junior high. Here is an example, one of the better ones, by Glori Chaika, a teacher of gifted middle-school students in New Orleans:<\/p>\n

As a teacher, first explain the haiku\u2019s rigid structural format of five syllables in the first line, seven in the second, and five in the third. Read several to the class. There are some wonderful Japanese haiku available.\u2026 Establish a mood. To do so, use visual imagery and\/or music or pictures of pastoral scenes, and when the students seem to have some glorious scene in their mind\u2019s eye, challenge them to record it\u2014in seventeen syllables. Do not break the mood until poetry is produced.1<\/a><\/sup>\n<\/p><\/blockquote>\n

So 5\u20137\u20135 is the cardinal rule. This is haiku as it is almost universally taught in American schools\u2014a poem about nature written in three lines of five, seven, and five syllables. It has become a clich\u00e9 or joke in the haiku community. It is an invidious joke, however, because it serves to perpetuate a mistaken impression of what a haiku is and has been and totally misses what it might offer to young minds. Rather than learning to use their fingers and thumbs, pupils could learn what an image is and how putting two images together can create an interesting resonance.<\/p>\n

Hoping that schoolteachers will abandon their dedication to 5\u20137\u20135, however, is a lost cause. I\u2019m sure that 95 percent of primary and secondary school teachers simply accept the syllabus of the school board or whatever authority dictates the curriculum and lesson plans that define writing haiku in terms of counting syllables. Some of these children\u2019s haiku are assuredly of good quality, but perhaps not the best, shackled as they are to the 5\u20137\u20135 form. No surprise, nearly all scholastic haiku contests\u2014as well as popular contests on the Web for children and adults alike\u2014ask for submissions in 5\u20137\u20135\u2014with the exception of the Nick Virgilio Haiku Contest for high school students. None of the twelve prizewinning haiku in that contest in 2012 and 2013 were 5\u20137\u201352<\/a><\/sup> and almost all were written by students of English teachers and advisers who were haiku poets themselves. So we see a situation in which the schools are adding to the 99 percent of mediocre 5\u20137\u20135 haiku, while the other one percent, under the guidance of knowledgeable haikuists, are writing solid, innovative, and prizewinning haiku.<\/p>\n

The extent to which haiku are included in standard college poetry textbooks and anthologies\u2014and the sections in which haiku are studied\u2014provide another measure of the status of haiku. A 1973 textbook, Modern Poems: an Introduction to Poetry<\/em>, edited by Richard Ellmann and Robert O\u2019Clair, included only a nine-haiku sequence by Etheridge Knight, all 5\u20137\u20135. Another popular introductory literature textbook, Western Wind<\/em>, edited by John Frederick Nims and David Mason (4th edition, 2000), uses only two haiku, both by Bash\u014d, and discusses haiku in the \u201cForm\u201d section. The very popular Norton anthologies of poetry also all but ignore haiku as a serious literary form. Their textbook, The Norton Introduction to Poetry<\/em> (7th edition, 1998), however, includes a significant section on haiku in the chapter titled \u201cLiterary Tradition as Context.\u201d This compendium includes four haiku by Bash\u014d, plus comparative translations of his \u201cold pond\u201d haiku; two haiku by Buson, four by Issa, two by Chiyo-ni; and four others by classic Japanese poets; and finally one each by American authors J. W. Hackett, Etheridge Knight, Allen Ginsberg, and Richard Wright \u2014 all 5\u20137\u20135ers but the Ginsberg, which is also 17 syllables. <\/p>\n

An Introduction to Poetry<\/em>, edited by X.J. Kennedy, contained a respectable selection of haiku as early as its seventh edition (1990) and perhaps earlier. It had the distinction among college course books of approaching haiku as a serious genre per se, including sensible commentary and\u2014most remarkably \u2014 treating the haiku in the chapter on images rather than the one on form. Thus liberated, the haiku in this textbook are not all 5\u20137\u20135. Poets included in the seventh edition were Buson, Bash\u014d, and Issa, as well as John Ridland (\u201cThe Lazy Man\u2019s Haiku\u201d), Richard Brautigan (\u201cHaiku Ambulance,\u201d his parody of a haiku), Paul Goodman, Gary Snyder, Kenneth Rexroth, Richard Wright, Nicholas A. Virgilio, Raymond Roseliep, Penny Harter, and Virgil Hutton. The ninth edition of this textbook in 1998, now under the general editorship of Dana Gioia, added works by Moritake, Michael B. Stillman, Jennifer Brutschy, Hayden Carruth, and Etheridge Knight (while dropping those by Goodman, Rexroth, Virgilio, Roseliep, Harter, and Hutton \u2014 probably a net loss in terms of quality of haiku).<\/p>\n

So if weaning schoolteachers off 5\u20137\u20135 seems impossible, there is some hope in the teaching of haiku at the college level, where other aspects seem to be gaining ground. In this regard we need to mention college haiku classes taught by prominent haiku poets such as Steven D. Carter, Randy M. Brooks, and Bill Pauly.<\/p>\n

\u2014 Charles Trumbull<\/p>\n

Excerpted from \u201cMagic\u2013Mystery\u2013Music: The Persistence of 5\u20137\u20135 in Haiku,\u201d published in Frogpond<\/em> 37:1 (2014).<\/p>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Charles Trumbull finds a couple \u2014 a couple \u2014 useful texts for haiku educators.<\/p>\n","protected":false},"author":2,"featured_media":16331,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[501],"tags":[100,503,96],"post_series":[],"class_list":["post-17800","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teaching-stories","tag-charles-trumbull","tag-how-we-haiku","tag-the-haiku-foundation","entry","has-media"],"yoast_head":"\nHow We Haiku \u2014 Teaching Stories 4 - The Haiku Foundation<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/thehaikufoundation.org\/how-we-haiku-teaching-stories-4\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How We Haiku \u2014 Teaching Stories 4 - 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