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
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
Fruits qui mûrissent
Früchte, die reifen
Se dessinent. Belles
Comme un ours blanc
Zeichnen sich. Schön
Wie ein Eisbär
Come to light. As beautiful as
a polar bear
Les oiseaux verts
Sortent prendre l’air
Gehen grünen Vögel
An die Luft
|In the Springtime,
Relish the fresh air
Le feu et l’eau
Feuer und Wasser
|In the summertime,
Fire and water
Écrire des haïkus by Patrick GILLET, 2015, Éditions Écrire Aujourd’hui
The pupils are able to:
- express through writing;
- translate thoughts into words;
- enrich the lexicon, invention;
- improve language skills.
No equipment needed.