Íàðìóõàìåòîâà Í.Ì.
Åâðàçèéñêèé Íàöèîíàëüíûé Óíèâåðñèòåò èì. Ë.Í.Ãóìèëåâà
Êàôåäðà Àíãëèéñêîé Ôèëîëîãèè
Ñåêöèÿ:
Ìåòîäèêà ïðåïîäàâàíèÿ ÿçûêà è ëèòåðàòóðû
Haiku is a universal form of poetry
I
am always looking for good teaching techniques to stimulate creativity,
motivation and collaboration in my literary class. For three years I have been
experimenting with Japanese haiku. Perhaps, experimenting is not accurate word,
but nevertheless it is the experiment for my Russian-speaking and
Kazakh-speaking students. The Haiku is a pure Japanese verse form and
incredibly popular in
The spring moon
Touches the roof of the house
In the back of
the line
A
reference to the seasons of the year is considered obligatory in
Although each haiku is usually reckoned to be a poem in its
own right, linked sequences of haiku are often written. Such a sequence is
called a haikai. An illustrated haiku is known as a haiga.
Traditionally this would involve brush art work coupled with
a haiku poem done in brush calligraphy.
A senryu has the
same syllable count as a haiku but doesn’t require a reference to seasons
(kigo) or seasonal activity (kidai) rather it deals with human nature and is
more likely to be funny.
The word hokku is just a synonym for haiku. A
slightly longer Japanese form is the tanka. Japanese forms are closely
related to Chinese forms, which also have a long tradition. Haiku is now
worldwide phenomenon. People still discuss its nature. But all of them totally
agree that it is a source of philosophical inspiration and in particular the
basis for meditation according.
The criteria by which we
recognize and judge haiku are:
1.
Their fidelity to “haiku spirit”
2.
Their sense of “presence”
3.
The success with which images are
juxtaposed
4.
The appropriateness of the subject
matter
5.
The poetic taste they display
6.
The sense of proportion in choosing
the right form.
We use our senses to observe “haiku moments”, from which point they are
developed.
“Haiku is the poetry of
meaningful touch, taste, sound, site and smell”. They maybe born only by
intuition and a release of emotion.
“Haiku moments” come normally from personal experience. The
poet’s task is to keep everything fresh and authentic as unique events. Present
tense is normally used as if the situation were now. The poet may feel that the
ideal wording has come immediately.
I kill an ant
And realize my three children
Have
been watching
(by Kato Shuson)
No sky
No
earth – but still
Snow flakes fall
(by Hashin)
It
is concrete images, not abstract words that carry the meaning and create the
tension and atmosphere in haiku. They hint at something beyond, they present a
movement.
Haiku
are “open-ended” or “half-said things” so there will be later realizations.
Basho (1644-1694) advised haiku writers to enter into the object, perceiving
its delicate life and feeling its feelings…”
Sweeping into the pan
The narrow line of dust
That defies its edge
The
brevity of haiku reflects the shortness of life but to lead even a brief life
to the full we need to “make space for ourselves” to “stand and stare”.
Form
is important in haiku. Haiku that depart radically from 5-7-5 syllables are
often called “free form”.
Boys and girls
Switched to summer uniforms –
A wind born in the
classroom
So clean and
shiny –
Graduation day
Whatever
syllables they may choose to employ, most haiku poets arrange their poems in
three lines, probably with the middle line longer than the other two. A few
writers use 4, 2 or even 1 line. In the west is seen the development of senryu.
Barbecue
The pork chops
Shaped like
Each
word in haiku is chosen to give the fullest possible effect. And one of my
students said that “one advantage of these poems is that the lines are easily
remembered”.
The
general meaning of a poem is more important than the literal meanings of the
individual words.
I
did the best to help students memorize to use and form of haiku, to awaken to
some extent student’s interest in learning Japanese poetry.
After
writing a haiku my task is to prepare a visual demonstration of created images.
Students like such kind of activities and useful resources are glue, scissors,
old magazines, markers, stickers, etc. Once students have designed their
“masterpieces” they can be hung on the blackboard. Students may then be asked
to orally present their poster and explain their verses. Very important for
students to be able to explain their “works”, to feel a real Japanese poetry,
to master over new form, to comprehend the “spirit” of haiku
And
I would love to present some extraordinary writing samples of my students.
It rains
Falling leaves on the grey
ground
The air is full of freshness
(by
Kurskaya A. FPh-32)
The
blow of wind
Makes leaves fall down
But a new spring’ll come
(by Sushkova K. FPh-32)
Fading leaves of the trees,
The cold world all around
The of silence
(by Bespayeva Zhanar FPh-31)
The
sun is shining
Warm
in the heart
Love around
(by Jurymbayeva Anar FPh-31)
Fields,
lakes, sun
Traveling only in trains
Thoughts of something high
(by Shabayev Nikita FPh-32)
I
feel rain on me
Drops are small but they are
free
No strength, I just plead
(by Kashtaljan O. FPh-32)
Winter’s
day
Dreams and wishes
And everywhere snow flakes
(by Bagarova Gaini FPh-31)
Tree
Shadow
is spread
With beard
(by Shuakbayev Nariman FPh-31)
The
sky is so dull
Life in the earth becomes grey
Only mosquitoes fly
(by
Vasilieva Elvina FPh-32)
Once
in frosty morning
The
air was very fresh…
(by
Kasymova R. FPh-31)