Horses and Haiku Art Postcard Lesson Plan I. Introduction Haiku by dfgh4bnmu


									                             Horses and Haiku Art Postcard Lesson Plan

I. Introduction
Haiku poems are “word pictures” that paint vivid detailed sensory images that show rather than tell
about the importance of a moment happening right now. Haiku can be inspired by memories or
imagination. However, they should always be written in present tense so they feel as if they are taking
place here and now. Haiku create a setting or mood and give a sense of place and time.

II. Purpose
Explore the history and form of Haiku and the connection between creating a haiku - “word picture” with
the creation of a visual work of art.

III. Learning Objectives:
After completing this lesson, students will be able to:

   •   Identify and describe the nature of haiku.
   •   Characterize the image-evoking power of haiku.
   •   Develop a vocabulary and ideas for writing haiku.
   •   Compose a haiku based on the theme of horses.
   •   Create an original horse themed work of art inspired by their original haiku.

IV. Procedure
       1. Begin with a brief history and overview of haiku poetry.
           • The following website provides historical information:
           • Haiku poems are word pictures with imagery connecting the world of humans and the
               world of nature.
           • They usually consist of 3 lines consisting/seventeen syllables with a 5-7-5 syllable
           • Most traditional haiku refer to nature or a season. It is most desirable when the season,
               kigo, is implied. For example instead of using the word winter, the writer might use
               snowflakes. The kigo may also refer to an individual moment in nature such as dawn or
               sunset rather than a season.
           • Usually haiku is divided into two-parts with a shift or break coming after the first or
               second line. This structure of internal comparison gives the poetic effect of two separate
               statements that are related in an unexpected or indirect way, resulting in a feeling of
               insight or discovery.
           • Haiku are clear, concise and smooth. They often are written without using verbs, but if a
               verb is included there is usually only one.
           • When writing haiku, avoid all but essential adjectives and adverbs.
           • It is not necessary or desirable to begin each line with a capital letter.
           • Remember the goal of haiku is to make the reader look at everyday, common
               experiences with “fresh eyes”.
       2. Share examples of haiku poetry with the students.
       There are many websites with information on the history and process of haiku. Haiku for People has links to the old masters as well as modern haiku.

       The following are haiku with horse themes
       Standing patiently,
       The horse grants the snowflakes
       A home on his back.
       Richard Wright
       Standing in the snow,
       A horse shifts his heavy haunch
       Slowly to the right.
       Richard Wright

       just off shore
       white horses plunge and rear
       fresh fields
       Garry Eaton

       whiter than moonshine,
       the horses’ breath - the bleak air
       freezes my ears off
       D.J. Peel

       Foal and mare bonding
       shaky kneed expectation
       of a love that's pure

       alone on a hillside
       wild horses
       look this way
       Ray Rasmussen

       sunlit field
       and horses listen...
       approaching storm
       Martin Gottlieb Cohen

       She refuses to leave,
       standing still in the cold rain
       beside her dead colt.
       Sondra Ball

3. For this project students could write a horse themed haiku and then create a work of art inspired by
their poem OR they could create their art work and write the haiku in response.
4. This project lends itself to all mediums - painting, drawing, sumi-e, collage, printmaking and
photography traditional or digital.
5. Format is a 4” x 6” postcard with a ¼ inch border on all sides. The composition may be vertical or
horizontal. The haiku may be included on the front of the postcard or on the back or incorporated into
the image. See attached template.
Note: Students could create a larger image and then reduce it to fit the required postcard size on a
copier or scanner.

V. Internet Resources:
Haiku poems by Richard Wright:

Lesson on haiku for grades 3 – 5 but the information can be adapted to all levels:

History of haiku:

Examples of haiku written by children:
Word Dance was a quarterly non-profit creative writing and art publication for and by kids. An excellent
resource for teaching haiku:

Grades 3-6 lesson on writing haiku:

Visual literacy exercise in response to Japanese woodblock prints:

Photographer with his photos and haiku responses:

Butterfly Dreams sample pages of photographs and haiku:

Site with art work and accompanying haiku:

Images and haiku Haiku Dreamworks:
Horizontal Format Template
   Address side of card

   Haiku can go here or be
incorporated in the art on the
    front of the postcard.                 Address and stamp on this
Allow for a 1/4 inch border on
all sides of the front and back.

                        Address and stamp in the
                              top portion


                        Vertical Format Template
                          Address side of card

                        Haiku can go here or be
                     incorporated in the art on the
                         front of the postcard.

                    Allow for a 1/4 inch border on
                    all sides of the front and back.

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