Element 1: Interdisciplinary development around the haiku

Summary

Haiku is an entry point for both non-musicians and musicians. The text, the essence of the play, may be written by the children. The professional (teacher, trainer, musician) can then direct the musical creation.
Haiku allows for numerous cross functional developments and openings for creativity. It becomes a support for musical creation.

Duration: 3 x 30 min

Age: from age 8

Key words creativity and entrepreneurship: Imagination, Flow of ideas, Originality of ideas, Tolerate failure, Working in teams

Step 1: Research into haiku and its context

  • Study Japan (geography, history, economics, news)
  • Approach Japanese culture (respect, politeness, art, tradition and modernity, etc.)
  • Read haikus collected by the teacher and / or students, display haikus in the classroom: let, images, emotions, dreams, listening, looking, grow
  • Identify other fields for cross functional development: calligraphy, ikebana flower arranging, origami, manga, bonsai, tea ceremony, Japanese garden, etc.

Step 2: Write a haiku

  1. Characteristics of the haiku: what is a haiku?

  • a Japanese poem, an effect of the art of language that aims to suggest a meaning, image and rhythm, an emotion or a state of mind
  • a short poem in three lines of 5/7/5 syllables
  • a theme that refers to a season

2. Preparation for creation

  • provide items that suggest the chosen theme
  • enrich the lexical field through research (brainstorming) on the seasons and themes for student’s haikus in the future: search for similies
  • provide pictures suggested by the imagery from the haiku
  • or take pictures during walks that might inspire the atmosphere of a haiku

3.Write haiku from the identified criteria

  • be guided by the imagination
  • some words can be invented

examples of haiku written by students and introduced into the performance program

French German English
Automne coloré
Feuilles jaunies
Fruits qui mûrissent
Gefärbter Herbst
Gelbe Blätter
Früchte, die reifen
Coloured Automn
Yellowing leaves
Ripening fruit
Couleurs d’hiver
Se dessinent. Belles
Comme un ours blanc
Winterfarben
Zeichnen sich. Schön
Wie ein Eisbär
Winter colours
Come to light. As beautiful as
a polar bear
Au printemps
Les oiseaux verts
Sortent prendre l’air
Im Frühling
Gehen grünen Vögel
An die Luft
In the Springtime,
Green birds
Relish the fresh air
En été,
Le feu et l’eau
Obstinément.
Im Sommer
Feuer und Wasser
Hartnäckig
In the summertime,
Fire and water
Obstinately

References

Écrire des haïkus by Patrick GILLET, 2015, Éditions Écrire Aujourd’hui

Competencies

The pupils are able to:

  • express through writing;
  • translate thoughts into words;
  • enrich the lexicon, invention;
  • improve language skills.

Materials

No equipment needed.