Advanced Studies in Poetry: Global Haiku Tradition
IN203 Humanities Honors Seminar - Spring 2017
Dr. Randy Brooks

Millikin University
Shilling 209
rbrooks@millikin.edu

Global Haiku Tradition Assignments Blog - Spring 2017

<http://performance.millikin.edu/haiku/courses/globalspring2017/assignments.html>

Classroom: SH327

Informal Reader Response Writing & Haiku Writing (20 days) (10 each) • 200 total points
Kasen Renga • 20 points
Contemporary Haiku Essay (mid-term) • 100 points
Haiku Project • 100 points
Haiku Collection (paper booklet & by email) • 100 points
Haiku Collection Poetics Preface on YOUR Art of Writing Haiku • 20 points
Signature Haiku Gift Exchange • 20 points
Submission Ready (page in envelopes) • 20 points
Final Reading • 20 points

ALL ASSIGNMENTS are to be submitted by email.
Send them to: rbrooks@millikin.edu
(Use your SAVE AS function and choose "Rich Text Format" or "DOC" for digital files.)

Final Exam Haiku Reading: 2pm Thursday, May 18, 2017
location: Kirkland 128
Open to the public!


Haiku Bibliographies

Decatur Haiku Collection: A Bibliography of Print Publications
http://performance.millikin.edu/haiku/bibliographies/DecaturHaikuCollection.pdf

A Bibliography of Online Articles on Haiku, Senryu and Tanka in English
http://performance.millikin.edu/haiku//bibliographies/OnlineHaikuArticles.pdf

A Bibliography of Online Books, Journals and Exhibitions on Haiku, Senryu and Tanka in English
http://performance.millikin.edu/haiku//bibliographies/OnlineHaikuBooks.pdf

Haiku Community Links:

Millikin University Haiku • http://performance.millikin.edu/haiku//
Haiku Society of America • http://www.hsa-haiku.org/
American Haiku Archives • http://www.americanhaikuarchives.org/
Haiku Chronicles • http://www.haikuchronicles.com/
The Haiku Foundation • http://www.thehaikufoundation.org/
Simply Haiku • http://www.simplyhaiku.com
Heron's Nest • http://www.theheronsnest.com/
Modern Haiku • http://www.modernhaiku.org/
A Hundred Gourds • http://ahundredgourds.com
World Kigo Database • http://worldkigodatabase.blogspot.com/
Haibun Today • http://haibuntoday.com/


Extra Credit Opportunities:

(1) Japan House Tea Ceremonies

Japan House is delighted to announce that tea ceremonies will now be offered to the public on the third Saturday of each month. See the schedule.

Tea ceremonies will continue to be offered every Thursday at 2:00 and 3:00. Please join us and find a moment of peace as you experience the Way of Tea.

What should I wear to a tea ceremony?

You need to wear white socks in order to walk on the tatami mats in the tea rooms. You will want to wear something in which you will be comfortable kneeling or sitting on the tatami mats. The tea ceremony hosts would prefer if you do not wear blue jeans or shorts.

If you go, enjoy the experience and write about what you understood. Also write some haiku about being in the tea ceremony & at the Japan house. Be sure to check out the older style tea room as well.

(2) Haiku & Poetry Readings

Check here for extra credit opportunities to participate or attend haiku & poetry readings.
Extra credit for competing or attending. Write an email response to the event after the fact.

Broken Hearts Poetry Reading - Tuesday, February 14, 2017

Broken Hearts Poetry Reading - Wednesday, April 12, 2017

(3) Haiku Cut - 9am Celebrations of Scholarship - April 28, 2017

Kaueper Hall (come to be a flag judge or form a team of compete for extra credit).


Kukai Favorite Selections

Haibun Kukai 1Favorites

Kukai 1Kukai 1 Favorites

Haiku to Edit 1Results

Kukai 2Kukai 2 Favorites

Matching Contest 1Favorites

Haibun Kukai 2Favorites

Kukai 3Kukai 2 Favorites

Haibun Kukai 3Favorites

Kukai 4Kukai 4 Favorites

Matching Contest 2Favorites

Kukai 5Kukai 5 Favorites

Matching Contest 3Favorites

Kukai 6Kukai 6 Favorites

Kukai 7Kukai 7 Favorites

Kukai 8Kukai 8 Favorites

1 Tan-RengaFavorites

RengayFavorites

Kasen Renga

Final KukaiFinal Kukai Favorites



Reading & Writing Assignments by Dates:

for 1/24 - haiku of the day --> Dr. Brooks

reading: Mayfly magazine sample


for 1/26 - haiku of the day --> Dr. Brooks

(1) writing response: send me an email copy of your in-class response to a favorite haiku in MAYFLY

(2) haiku writing: write your first 8-10 haiku attempts on transition times—lulls of dawn, of dusk, of relationships, of states of consciousness, new year, winter, back to school.

reading: To Hear the Rain, handout 1

(3) writing response: find 3 favorite Lyles haiku—write your imagined felt responses to them (one paragraph each)

REMEMBER to cite each haiku fully (do not add capital letters or punctuation) like this:

cucumbers
soaked in vinegar—
the heat

Lyles, THTR, 48

(email Dr. Brooks (rbrooks@millikin.edu) your 1 Mayfly response, your 3 Lyles responses & 8-10 haiku by midnight Wednesday, January 25)


for 1/31 - haiku of the day --> Emily

in class: haibun kukai 1 handout

reading: To Hear the Rain and Silence Between Us by Wally Swist

(4) haiku reading responses: select 3 favorite haiku by Wally Swist and briefly write your imagined, felt response to them. be ready to discuss why you like them.

(5) writing extended memory & memory haiku: choose a fourth favorite haiku by Wally Swist or Peggy Lyles that especially triggered memories from your childhood or past. This time write about a one page memoir describing a memory from your own life. THEN write 3 haiku which capture different moments or feelings from within that longer memory from your experience.

(6) haiku write: 10 new haiku on the being hot or about the end of winnter break perceptions.

(email your 3 short responses & one 1-page sensory memory writing & 10 new haiku by midnight Sunday, 1/29)


for 2/2 - haiku of the day --> Sam

in class: kukai 1

(7) reading response 3: write about 2 favorite haibun from haibun kukai 1 (one paragraph each)

(8) reading response 2: find an interesting "matched pair" of haiku (one from Wally Swist and one from Peggy Lyles or MAYFLY) to read side by side. write a short analysis of the writing strategies and techniquse used in these haiku. (not reader response but analysis of writing techniques such as line break, word choice, arrangement, rhythm, sounds, emphasis, break, voice, tone, attitude, etc.). one page maximum for your analysis (half a page is fine).

(9) haiku write: 10 new haiku on OPEN topic

(email Dr. Brooks (rbrooks@millikin.edu) your favorite haibun response, matching haiku comparison & 10 new haiku by midnight Wednesday, February 1)


for 2/7 - haiku of the day --> Amanda

haiku to edit 1 workshop in class

(10) reading response: write your imagined felt responses to your favorite 2 haiku from Kukai 1 (one paragraph each)

reading: handout of haiku from Almost Unseen by George Swede (available from Moodle)

(11) writing response 1: find three favorite haiku from the George Swede handout and write a short response paragrapsh about them.

(12) writing response 1: write a longer memory response to a Swede haiku and write 3-5 new haiku from your memory response.

(13) haiku write: write 2-3 haiku about lost love & 10 new haiku on the nitty gritty side of college life and the angst of being human — and write at least 1 haiku on silence.

(email Dr. Brooks <rbrooks@millikin.edu> 3 favorites from Swede, 2 favorites from kukai 1, & 13 new haiku by midnight Sunday, February 5)


for 2/9 - haiku of the day --> Kyle Kite

in class: matching contest 1 & kukai 2

(14) haibun kukai 2 handout write about 2 favorite haibun from haibun kukai 2 (one paragraph each)

(15) haiku to edit 1: based on the haiku editing workshop in class on Thursday, send me variations and edit suggestions for at least four haiku by others from the HAIKU TO EDIT 1 handout. You may send edits of more than 4 if you want.

(16) find an interesting "matched pair" of haiku (one from George Swede and one from Wally Swist or one from Peggy Lyles) to read side by side. using these two haiku as examples, compare the genesis of discourse for two authors (George Swede or Wally Swist and Peggy Lyles). why do they choose to write haiku about these moments? what is the source of significance worth turning into a literary artwork for them?

(17) haiku write: 10-12 new haiku OPEN TOPIC.

(email Dr. Brooks <rbrooks@millikin.edu> 1 favorites from Haibun Kukai 2, haiku edits, matched pair comparison, & 10-12 new haiku by midnight Wednesday, 2/8)


for 2/14 - haiku of the day --> Jake

(18) reading response: write your imagined felt responses to your favorite 2 haiku from Kukai 2 (one paragraph each)

(19) reading response: write about your favorite matched haiku from matching contest 1 (one paragraph)

reading: Love Haiku by Masajo Suzuki, Introduction and haiku

(20) reading responses: find three favorite haiku by Masajo and write a short response paragraph to them.

(21) write 10 more haiku on snow, love, broken hearts, lost love, puppy love, platonic love, love gone wrong, break ups, valenetines, first date, blind date, awkward date, anniversary, etc..

(email Dr. Brooks <rbrooks@millikin.edu> 2 favorites from Kukai 2, favorite match from contest, 3 favorites from Masajo Suzuki, & 10 new haiku by midnight Sunday, 2/12)

(EXTRA CREDIT): Opportunity on tba:

Bronze Man Books is hosting a "Broken Hearts" poetry reading for Valentine's Day, (details of when and where tba). If you go & participate (you can write up your experience in an email to me for extra credit). Double points if you read your love or love lsot haiku at the open mic! Come break a china plate in the name of your favorite lost love!


for 2/16 - haiku of the day --> Jordan

(22) reading response: find one more favorite haiku by Masajo. Let your response be a more extended imaginative memory or purely fictional piece about someone spinning off the third Masajo haiku as its starting point. End your short fictional piece with a 2-3 haiku. Two pages pages max!

reading: Gail Sher - Guide for Beginning Haiku (availabe as PDF from Moodle)

(23) reading response: compare Gail Sher's suggestions for writing haiku with the inroduction and interview in Peggy Lyles' book (one page max)

(24) haiku write: 10-12 new haiku OPEN TOPIC.

(email Dr. Brooks <rbrooks@millikin.edu> fictional haibun from Masajo, comparison of Sher and Lyles on writing haiku, & 10-12 new haiku by midnight Wednesday, 2/15)


for 2/21 - TEAM MEETING DAY

(25) reading response: write your imagined felt responses to your favorite 2 haiku from Kukai 3 (one paragraph each)

(26) reading: The Millikin University Haiku Anthology and write about 3 favorite haiku

(27) write 10-15 haiku OPEN TOPIC.

(email Dr. Brooks <rbrooks@millikin.edu>3 MU Haiku favorites, and 10-15 new haiku by midnight Sunday, 2/19)

IN CLASS TEAM group dialogue: compare haiku as a genre, a type of literary art, to another art or activity.

genre n 1: a kind of literary or artistic work 2: a style of expressing yourself in writing [syn: writing style, literary genre] 3: a class of artistic endeavor having a characteristic form or technique. (dictionary.com)

literary genre n : a style of expressing yourself in writing [syn: writing style, genre] (dictionary.com)

genre (zhän`r?), in art-history terminology, a type of painting dealing with unidealized scenes and subjects of everyday life. Although practiced in ancient art, as shown by Pompeiian frescoes, and in the Middle Ages, genre was not recognized as worthy and independent subject matter until the 16th cent. in Flanders. There it was popularized by Pieter Bruegel, the elder. It flourished in Holland in the 17th cent. in the works of Ter Borch, Brouwer, Metsu, De Hooch, Vermeer, and many others, and extended to France and England, where in the 18th and 19th cent., its major practitioners were Watteau, Chardin, Greuze, Morland, and Wilkie. In Italy genre elements were present in Carpaccio's and Caravaggio's paintings, but not until the 18th cent. did genre become the specialty of an Italian artist, Pietro Longhi. The French impressionists often painted genre subjects as did members of the American ashcan school. (Columbia encyclopedia)

see Wikipedia for an introductory discussion of genre at:
http://en.wikipedia.org/wiki/Literary_genre

Definitions of genres, especially literary genres, usually includes some expectations of form or structure, so our next question is to consider the formal elements of haiku. But genres also include certain expectation of content and aesthetic experience.

Previous semester topics have included:

Haiku Charades - Haiku Pictionary - Haiga & Visual Arts - Haiku & Fishing - Food & Haiku - Haiclue - Jazz Haiku Impromtu-ku - Scifaiku - Star Trek Haiku - Harry Potter Haiku - Billboard Haiku - Senryu & Comic Strips

TEAM presentations/games/actvities start Thursday February 23

(28) Compare the genre of Haiku to [your team's comparison or activity choice]. Email your written team/partner presentation overview comparison idea (by Tuesday midnight 2/21):


for 2/23 - haiku of the day --> Olivia

team activity or game or comparison presentations:

Haiku & Acting - Amanda, Andie, Jake
Haiku & Dance - Emily, Kate, Nicholas K.
Haiku & Horror - Kala, Kyke K., Jordan
Haiku & Painting - Paige, Dub, Chase
Haiku & Pictionary - Nick R., Kyle M., Caitlyn
Haiku & Music - Brittany, Sam, Olivia

(29) writing haiku: 5-10 haiku related to elements (things, reality, settings, contexts) often associated with your comparison game.

Send me your new haiku by midnight, Wednesday, Feb. 22.


for 2/28 - haiku of the day --> Dr. Brooks

(30) activities response: write a paragraph about your favorite haiku activity (other than your own) AND submit your haiku or write new haiku from Thursday's team activities

(31) reading response 3: write about 2 favorite haibun from haibun kukai 3 (one paragraph each)

Reading & DVD viewing: Haiku: The Art of the Short Poem, pages 1-88 (whole book). Ideally, invite some friends or classmates over to watch the DVD video included in the back cover of this book. The haiku cited by the haiku poets are included in the anthology, in the same order as the DVD.

(32) reader response: write response paragraphs for three favorite haiku from Haiku: The Art of the Short Poem

(33) reader response: write a short reflection about what you realized about the English-langauge haiku poetry community from the video. also briefly discuss one of the haiku poets who especially intrigued you.

(34) writing haiku: open topic 10 new haiku

(email Dr. Brooks <rbrooks@millikin.edu> haiku from team activities, responses to Haiku DVD, & 10 new haiku by midnight Sunday, 2/26)


for 3/2 - haiku of the day --> Andie

(35) reading response: write about 2 favorites from kukai 4.

(36) reading & responses: The Haiku Anthology, pages 1-119 including the introductions. select 3 favorites and write a paragraph response to 2 favorite haiku and a full page memory response to 1 haiku ending with 2-3 new haiku by you.

(37) haiku writing: write 10-12 haiku or a haiku including 3-4 political haiku

(email Dr. Brooks (rbrooks@millikin.edu) send your favorites from Kukai 4, favorites from The Haiku Anthology and new haiku by midnight Wednesday, 3/1)


for 3/7 - haiku of the day --> Kate

(38) reading & responses: The Haiku Anthology, pages 122-239. select 3 favorites and write a paragraph response to 2 favorite haiku and a full page memory response to 1 haiku ending with 2-3 new haiku by you.

(39) writing haiku: open topic 10 new haiku

(email Dr. Brooks (rbrooks@millikin.edu) send your responses and new haiku by midnight Sunday, 3/5)


for 3/9 - haiku of the day --> Caitlyn

reading: The Haiku Anthology, pages 240-328

(39) reader response: write response paragraphs for three favorite haiku from the The Haiku Anthology

(40) haiku writing: write 5 haiku in response to favorite haiku from The Haiku Anthology

(41) writing haiku: open topic 5-10 new haiku including 1-2 about "regrets or missed opportunities"

(42) reading response: write about 2 favorite haiku from kukai 5 (one paragraph each) or the matching contest 2

Post-midterm Essay Preview - Author or Haiku topic Study:

Think about what or who you'd like to write about for your contemporary haiku reader response essay. You may want to browse the Registry of haiku poets at The Haiku Foundation <http://www.thehaikufoundation.org>. These essays are due April 4.

(41) In order to loan you books from the Decatur Haiku Collection, I need to know your intended topic or author by Wednesday at midnight, March 22. Here's guidelines for this assignment:

haiku author or topic study: A formal essay introducing a particular contemporary author, topic or technical approach to contemporary haiku readers. This is a reader-response essay, so the primary source for your essay will be your own readings and analyses of 6-10 haiku. If you are doing an author focus, discuss your author's approach to writing haiku. You may choose to write about a haiku topic instead of an author, with reader responses to 6-10 haiku related to that topic. Matching comparisons with haiku by other authors are always valued in all approaches to this essay. This can focus on one book by the author in the form of a book review essay or on a particular theme or technical approach to haiku by the author.

o focus on a point of insight or question about that author's unique contribution
o include response discussions of 6-10 haiku by the author
o optional to include at a matching comparison to a haiku by another author (or more)
o may include email or in-person interview questions to help address the haiku writer's poetics

Length? 5-10 pages single-spaced. Citations? Full citation of each source within text first time mentioned (followed by haiku citation convention of author, publication title abbreviated, page number) for subsequent mentions. Yes, do include a works-cited page.

Amanda Donohoe - flowers or summertime
Andrea Burns - romantic love & broken hearts
Brittany Walsh - Vietnam War haiku
Caitlyn Latshaw - healing, forgiving, hope
Chase Smith - Nick Virgilio
Emily Chudzik - relationships (narrator & subjects)
Jacob Melssen - George Swede
Jordan Oelze - intimate moments in relationships—love lost or found
Kala Keller - the wonder of stars, heavens, moon, sunrises, sunsets
Kate Gebultowicz - compare Anita Virgil & Nick Virgilio
Kyle Kite - adventure, discovery, travel
Kyle McMahon - beaches
Nicholas Kemp - Haiga
Nicholas Retherford - weather
Olivia Gonzalez - music and haiku
Paige Dorsel - David Lloyd
Samuel Miller - feminist haiku & LGBT
Yunek Moore - politics, social justice, racisim, sexism, etc.

(email Dr. Brooks (rbrooks@millikin.edu) send your responses, essay topic proposal, and new haiku by midnight Wednesday, 3/8)


for 3/14 & 3/16 - SPRING BREAK!


for 3/21

Take a break and enjoy being with friends, family and quiet time with yourself.

(43) reading response writing: Share 10-15 of your best haiku with family and friends over spring break, and see which ones they like the best. Write an email to me about favorites selected by your family and friends. Which ones did they like best and why?

(44) haiku writing: write 10-20 haiku or a haiku sequence over Spring Break about your life's reality during spring break or about special locations and places of significance to you in your home town or travel. Don't write a bunch of cliches or stereotypical spring break stuff. Write from the reality of YOUR actual spring break.

email your spring break haiku & family favorites by Sunday midnight, March 19 for our kukai! Yes, spring break kukai will be Tuesday!


for 3/23

(41) In order to loan you books from the Decatur Haiku Collection, I need to know your intended topic or author by Wednesday at midnight, March 22.

(45) response writing: write about two favorite haiku from kukai 6

(46) Read the following two haibun by Aubrie Cox. Write a short response about one of these, and how the haiku connects but goes beyond or in a different direction from the prose.

Troll

     by Aubrie Cox

Life under a bridge is renowned to be that of a troll, and that it is. Floods on occasion make the home a bit wet, but a little mold and algae never hurt anything. Fresh fish daily, a billy goat if lucky; however, this is not prime real-estate—it's just beneath the price of a cardboard box. Stones wedged together with natural mortar arch overhead and shade the muddy water so that one can barely see the fish going by. They come up to the surface, their fishy mouths gaping, gasping for air; their glazed eyes never see warted hands, or fishing rods coming for them. (I hate fishing rods, by the way.) Trash is littered everywhere—lost treasures from passerbys. Rain matters little when every spring the neighborhood gets carried downstream.

wagon over head
rubble plops in
the cracked teacup

FISH EYE

You're a handful sometimes. You know you'll probably be up all night packing. You're not sure you love your father anymore. Your head gets fuzzy sometimes. You don't know what's next. You don't feel pretty. You sometimes lose the courage to say what you mean out loud. You hope your students understand they should not have to pay for their education. You know your grandmother only loves you conditionally. You wish your middle school counselor hadn't seen right through you. You're too protective of your mother. You use too much tissue paper around your favorite books. You understand now what he meant when he said your arms feel like home. You didn't escape the stereotype of a child of divorce like you thought you had. You hope your best friend wasn't right when he said you were broken. You want to go home.

midnight rain
bubble wrap punctures
the silence

(47) Write 1 haibun - Write a fictional imagined haibun (you may want to start off from a favorite haiku you've read), and let your imagination go into it to make it seem like you are there, living the moment. (Include at least three haiku at the end of the fictional haibun).

(email Dr. Brooks (rbrooks@millikin.edu) send your essay idea, your kukai favorite your haibun response and your new haibun, by midnight Wednesday, 3/22)


for 3/28

reading: Haiku Guy, pages 1-52

(48) writing response: Practice the exercise of stop, look, and listen as described in the book. Find something, whether it be in your dorm, on campus, or somewhere where you can sit quietly without distraction and observe a particular thing, area, or person. Then, write about what you observed, describing what stuck out to you. Write 3-5 haiku from this exercise.

(49) Think about the source of your haiku. Write a short response about where do your haiku originate? Why do you notice, observe, feel, reflect or focus on those things for immediate impact and lasting significance? Where do your very best haiku come from? What's your haiku muse? Your inspiration to write?

(50) writing response: Compare the advice given to Buck-Teeth of poets Mido and Kuro. What do you think of each of their advice? Which appeals to you more? Explain why.

(51) Write 5 haiku following Kuro's advice, and 5 haiku following Mido's approach.

Extra credit: bring to class 1 haiku written following Shiro's advice.

(email Dr. Brooks (rbrooks@millikin.edu) send your Stop Look Listen, origins of your haiku response, compare advice, and 5 Kuro and 5 Mido haiku by midnight Wednesday, 3/26)


for 3/30

Work on your contemporary haiku essays!

(52) reading response: write about 1 favorite haibun from haibun kukai 4

(53) Read the Haibun Kuka 5i from class and write a reponse to your favorite one. Your response can be 2-3 new haiku, a haibun in response or a commentary about the haibun you like. 1 page max!

(54) Write 5-10 new haiku - OPEN TOPIC or in response to favorites on your essay topic.

(email Dr. Brooks (rbrooks@millikin.edu) send your response to the haibun and new haiku by midnight Wednesday, 3/29)


for 4/4

(55) Finish your essays!

Length? 5-10 pages single-spaced. Citations? Full citation of each source within text first time mentioned (followed by haiku citation convention of author, publication title abbreviated, page number) for subsequent mentions. Yes, do include a works-cited page.

(56) On April 4, bring 19 copies of a haiku handout on a single page (front and back is fine if needed) providing your audience with copies of all haiku discussed in the essay.

(57) Write 8-10 new haiku related to your essay or in response to haiku discussed in your essay.

(58) reading response: write about 1 favorite pair of haiku from our matching contest 3

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku by midnight Sunday, 4/2)


for 4/8

Contemporary Haiku Reader Response Essay presentations - day 2

(59) reading response: write your imagined felt responses to 5 favorite haiku from other student handouts

(60) Write 5-7 new haiku on topics similar to your essay or in response to haiku discussed in your essay.

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku & responses by midnight Wednesday, 4/5)


for 4/13

reading: "An Introduction to Haiku" (Japanese haiku) handout on MOODLE

(61) reader responses: select 3 favorite haiku from "Introduction to Japanese Haiku"

reading 2: Old Pond Comics about the Japanese masters at <http://www.oldpondcomics.com/masters.html>

(62) reader resonse: write about 1 favorite Old Pond Comic

OR TRY TO DRAW YOUR OWN HAIKU COMIC! (extra credit)

comic
Paige Dorsel comic of Basho's haiku.

(63) Write 8-10 new haiku on OPEN TOPIC

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku & responses by midnight Tuesday, 4/11)


for 4/18

(64) response writing: write about 2 favorite haiku from kukai 7

(65) Read Chapter 1 of Matsuo Bashô by Ueda (pages 91-35) from MOODLE handout. Select 2 favorite haiku from Bashô. Write a paragraph response to these 2 haiku.

(66) Write 5-10 new haiku from your Easter break (does not have to be about Easter) . . . favorite places at home, family time, traditions . . .

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku & responses by midnight Monday, 4/17)


for 4/20

(67) response writing: write about 2 favorite haiku from kukai 8

Read Chapter 2 of Matsuo Bashô by Ueda (pages 36-68) from MOODLE handout.

(68) write 5 haiku in response to favorite haiku by Basho

(69) write 5 OPEN TOPIC haiku

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku & responses by midnight Wednesday, 4/19)


for 4/25

in class tan-renga

(70) reading response writing: Find matching English haiku to Bashô's haiku—one match representing the aesthetic of sabi and one match on the aesthetic experience of karumi.

Write a paragraph for each pair comparing these English haiku with those by Basho:
One sabi haiku not by Basho compared to one sabi haiku by Basho.
And one karumi haiku not by Basho compared to one karumi haiku by Basho.

(71) reading: Bashô sample Kasen-no-renga and write a response to a favorite link (a pair of links)

(72) tan-renga capping: send me caps for 4-6 of the tan-renga hokku (handout or 1 Tan-Renga)

(73) take turns with friends and write a sequence of 9 to 15 haiku (in person is most fun, but email is possible). You may take two different approaches—a string is a series of haiku on the same topic (variations) or a sequences follows intuitive links and shifts from previous haiku

(74) haiku project proposal

The purpose of the haiku project is to apply haikai arts to something that means a lot to the student—usually something related to their major field of study. Bring your passion to this project and connect it to haiku (photography & haiku) (music & haiku) (history and haiku) (psychology & senryu) (a kasen renga) (baseball haiku) (a collage of haiku) (haiku web site) (anthology of love haiku) . . . have fun with this. make it your dream assignment. email me a paragraph explaining your project plan by midnight April 27.

You can see sample previous haiku projects at:

http://performance.millikin.edu/haiku/studentprojects.html

Haiku projects are due midnight, Sunday, May 7
Project presentations are May 9

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku sequence & responses by midnight Sunday, 4/23)


for 4/27

in class - Mad Verse Renga!

(75) write 2 rengay (one with students in our class & one with family or friends outside of class)

(76) As author of the hokku, choose your favorite two-line cap and email me why: Tan-renga Caps

Extra credit opportunity: HAIKU CUT! - April 28 at 9:00 am.

Attend and participate in this year's HAIKU CUT poetry slam at Kaueper Hall during Celebrations of Scholarship. This is a fun competition. Competing teams, bring your haiku on cards ready to go head-to-head with other haiku writing teams.

Write me an email about your experience to receive extra credit.

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku & responses by midnight Wednesday, 4/19)


for 5/2

(77) reader response: write about 1 favorite Rengay (other than your own) & why you like it

(**) for extra credit write a reflection about HAIKU CUT 2017

Haiku Cut - 9-10am, April 28, 2017 @ Kaueper Hall (come to be a flag judge or form a team of compete for extra credit).

(78) type your Mad-verse Kasen renga completed in class with this: 10 point kasen renga template

(79) Read the student kasen renga by Bri Hill and students at:

http://performance.millikin.edu/haiku/studentrenga/Grasshoppers&Tobacco.html

(80) Plan a haiku writing gathering with classmates and/or friends (groups of 4-7). This can be any day with the resulting kasen-renga (36-links) due midnight, Sunday, April 30.

Here is a DOC file you can use to print your kasen-renga: renga layout guide (doc).

This is a gathering for writing linked verse—if it's nice out you could gather in the park or at Rock Springs or at someone's place. Allow the spirit of the place where you gather to be a springboard for the haiku, but don't limit yourself to that place once you get into the linking. Let your links go out through time and seasons moving from person (ninjo) focused to non-person (ninjo-nashi) focus to avoid too much continuity of persons or scenes. Try to avoid more than three ninjo or ninjo-nashi links in a row. Remember, every two links make a new poem.

Using the following guide (derived largely from Shirane's book Traces of Dreams, try writing a kasen-no-renga.

(1) ninjô verses—people or emotion or human environment verses (self, other or both)
(2) ninjô-nashi—non-people or things or place or nature-only verses

Write a 36 link kasen-no-renga:

(1) hokku—sets tone, greets all, establishes season, quiets guests to join in
(2) wakiku—builds on unstated elements of the hokku and maintains season. ends in a noun
(3) daisanku—ends with open-ended image (often transitive verb ING)
(5) usually moon shows up here for the first time
(6) concludes the first page (jo) often written by the official scribe
(7)-(29) heats up the links and leaping (intensification)
(13) moon appears again
(17) blossoms usually show up here
(29) moon's third and final appearance
(30)-(36) kyû—the slow down finale (quiets back down into calmness)
(35) cherry blossoms always here
(36) end with openness and reverberation

Publication fold/design questions?
The paper is folded into 4 panels for each side (cathedral door style).
Panel 1 (outside cover) – title, date, place, copyright, (sometimes authors)
Panel 2 (first fold inside left panel) – first six links
Panel 3 (further inside far left panel) – next six links
Panel 4 (far left inside page panel) – next six links
Panel 5 (right center page panel) – next six links
Panel 6 (far right inside page panel) – next six links
Panel 7 (last fold inside right page panel) – next six links
Panel 8 (back outside cover) – acknowledgments & author links
optional obi (paper belt around the folded renga)

email me your kasen-renga by midnight, Sunday, April 30. and bring one copy to class (properly folded and belted) for sharing in class on May 2

Kasen-renga:

Contact by Emily, Kate, Nicholas, Kyle M & Nick R
Growing by Jacob, Stephanie, Patrick & Hannah
Memories by Olivia Gonzalez & Dain Cockrell
On the Rocks by Andie, Jordan, Kala & Kyle K
Salty Star Crossed Lovers by Chase, Christian, Natalie & Paige
Melanin Chronicles by Dub Moore, C'airra Cortez, Briana Cortez, Courtney Ginigeme & Darianne Young

Mad-verse Kasen:

Andrea Burns - Smoke Rising
Caitlyn Latshaw - Storm
Chase Smith - Lullaby
Emily Chudzik - Life In Moments
Jacob Melssen - Night Time
Jordan Oelze - New Views
Kala Keller - Bloody Strawberries
Kate Gebultowicz - Last Words
Nicholas Retherford - Soft Soil
Olivia Gonzalez - School of Nature
Paige Dorsel - Witnesses
Randy Brooks - Stray Cat

(email Dr. Brooks (rbrooks@millikin.edu) send your mad-verse kasen, your team kasen & response to HAIKU CUT by midnight Sunday, April 30)


for 5/4

Read School's Out by Randy Brooks

(81) write reading responses: write a reader response to 2 favorite haiku from School's Out

(82) haiku writing: submit revisions of previous haiku or write new haiku for our final kukai (10 haiku max)

(83) haiku writing: write 10 haiku on your haiku project topic

(email Dr. Brooks (rbrooks@millikin.edu) send your School's Out favorites, your final kukai submissions, and 10 new project haiku by midnight Sunday, Wednesday May 3)


for 5/9

haiku project presentations

Amanda Donohoe - haiku from the stage

Andrea Burns - haiku diary

Brittany Walsh - haiku on hammocking

Caitlyn Latshaw - narrative photography haiku

Chase Smith - basketball haiku

Emily Chudzik - relationships

Jacob Melssen - cat haiku

Jordan Oelze - Astrology haiku

Kala Keller - Chakra haiku

Kate Gebultowicz - boat haiku

Kyle Kite - haiku photography

Kyle McMahon - rebel side of haiku

Nicholas Kemp - exercise haiku

Nicholas Retherford - wrist tape haiku

Olivia Gonzalez - 1940's piano music haiku

One of my favorite presentations was done by Olivia G. She wrote haiku that reflected on the holocaust and music. I thought it was extremely unique and a different way to describe the horrific events during World War II. It opened my eyes to various was professors can teach to their students, so that they understand the harm done as well imagine it in their minds. I also like how she incorporated music into it too. She took something that she's extremely passionate about and could correlate it in. That said, it made the haiku very meaningful to me and for her. Her haiku were very well written and hit the spot with details that weren't necessarily within one word but from the whole haiku itself. kate

Paige Dorsel - animals

Samuel Miller - fiction in haiku

Yunek Moore - mental health & haiku

haiku projects due (to be shared in class May 9).

email the contents of your projects (the haiku at least and introduction & photographs or power point, etc) by Midnight Monday, May 8 or sooner.


for 5/11 (last day of class)

(84) Response writing: email me your votes (up to 10 favorites) from FINAL KUKAI. Also you may cast double votes for 2 favorites by writing about them.

Signature Gift Exchange & Sharing Haiku Collections

(85) Signature haiku gift exchange (digital photo sent to me) and haiku chapbook collections (email to me) are due Wednesday, May 10.

The signature haiku process—a haiku to give to others when they ask about haiku that can be used to teach them about haiku and to share some of your work with them. A haiku you want to be known for or known by—one that works with a lot of readers. A gift of a haiku insight . . . often presented as a gift of some sort such as a bookmark, a small haiku stone, etc.

BRING 19 copies to class! (including 1 for yourself)

(86) Haiku Collection Booklets due: Select and organize your best haiku & senryu & haibun & renga into a collection. Make a little booklet, or print them in a binder, or write them in a blank book.

Select and organize your best haiku & senryu & haibun & renga into a small booklet or collection. Give your collection a title and a © 2017 page. (Often signature haiku are connected to the title.) Include a dedication page if you would like to.

Be sure to write an author's introduction to your collection which explains your title and expresses your approach or why these are the ones you have included in your collection (your poetics preface). Ask a reading partner to write a short introduction to your collection, maybe pointing out one or two favorites—or their observation about something unique about your haiku (the reader's introduction). The reader's introduction should help strangers appreciate and value your collection.

Bring your Haiku Collection to class Thursday, May 11! You will get your Haiku Collection back at our final.

Don't forget to e-mail a copy of the contents of your collection including your introduction to Dr. Brooks by midnight, Wednesday, May 10!

(87) Don't forget to e-mail your short bio statement to Dr. Brooks by midnight, May 10. This bio statement will be used at our Global Haiku final exam Reading.


for 5/18 - final exam

final exam reading --> Final Exam: Thursday, May 18 @ 2-4pm @ Kirkland 128

The Global Haiku Reading

I will bring your chapbook collections and return them to you at the final Global Haiku Reading.

Extra credit is available for bringing 2 or more guests to the reading, or for helping with one of our haiku reading tasks. Have your guests sign your signature haiku page for credit.

(88) Favorite haiku project? Write me a short email about your favorite haiku project (other than your own) and why you liked it so much!

(89) Submissions to haiku magazines Final. (one email version to me & one snail mail submission brought to the final exam in envelopes)

Type a selection of 5 of your best haiku with your name and address on the upper left hand corner of the page. Also bring an envelope with your name and address in the upper left hand corner. Also include a self addressed envelope with your name and address in both the upper left hand corner and the addressee spot.