Advanced Studies in Poetry: Global Haiku Tradition
EN340 Global Haiku Traditions - Spring 2018
Dr. Randy Brooks

<http://www.brooksbookshaiku.com/MillikinHaiku/haiku/courses/globalSpring2018/assignments.html>

Classroom: SH311

Informal Reader Response Writing & Haiku Writing (20 days) (20 each) • 400 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
Final Relection 1 • 20 points
Final Reflection 2 • 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: May 17, 2-4pm, Kirkland 128

Haiku Society of America • http://www.hsa-haiku.org/
Haiku Chronicles • http://www.haikuchronicles.com/
The Haiku Foundation • http://www.thehaikufoundation.org/
Heron's Nest • http://www.theheronsnest.com/
Modern Haiku • http://www.modernhaiku.org/
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.

Night of Poetry Reading- Decatur Area Arts Council - 6:30pm April 12, 2018.
Attend the reading & write a short email response about the experience for extra credit.

(3) Haiku Foundtain Windows series

The Haiku Foundation has a special series of weekly prompts on writing haiku related to windows. The results of each week's prompt are published on Wednesdays, with a call for new submissions due by the following Sunday. If you submit and get a window haiku accepted, it counts as extra credit. Here is the link to the HAIKU FOUNDATION:

https://www.thehaikufoundation.org/

Click on the HAIKU WINDOWS section for the current prompt.

for 1/23 - haiku of the day --> Dr. Brooks

reading: Mayfly magazine sample

for 1/25 - 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, summer's end, 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 24)

for 1/30 - haiku of the day --> Dr. Brooks

in class: kukai 1

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 cold or about the end of winter perceptions.

(email your 3 short responses & one 1-page sensory memory writing & 10 new haiku by midnight Sunday, 1/28)

for 2/1

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

(8) reading response: 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) reading response: read the Memory Responses and haiku (Haibun Kukai 1) and write a paragraph about your favorite one. Also send me your votes for 2 other favorites that you did not write about (just tell me their titles).

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

(email Dr. Brooks (rbrooks@millikin.edu) your favorite kukai response, favorite haibun, matching haiku comparison & 10 new haiku by midnight Wednesday, 2/2)

for 2/6 - haiku of the day --> Ryan

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

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

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

(13) reading response: find an interesting "matched pair" of haiku (one from George Swede and one from Peggy Lyles or Wally Swist) 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).

(14) haiku write: 10 new haiku on the nitty gritty side of college life and the angst of being human — like some of George's haiku.

(email Dr. Brooks <rbrooks@millikin.edu> 3 favorites from Swede, 1 memory response & matching haiku comparison, & 10 new haiku by midnight Sunday, 2/4)

for 2/8 - haiku of the day --> Josh

(15) reading response: write about 2 favorite haiku from Kukai 2 Favorites.

(16) reading response: describe characteristics of the best haiku . . . pick out A haiku that you consider your all-time favorite from readings so far and use it as an example of what the best haiku do

(17) haiku write 5 haiku on working out, exercise, getting healthy, yoga, etc., and 5 haiku OPEN TOPIC.

Due by email midnight Wednesday, September 7. (email Dr. Brooks <rbrooks@millikin.edu> 1 favorites from Kukai 2, comparison of Sher & Lyles on writing haiku, & 10-12 new haiku by midnight Wednesday, 2/7)

for 2/13 - haiku of the day --> Alyssa

(18) editing haiku: edit 5 of the haiku from our haiku to edit workshop and send your variations to me

reading: Love Haiku by Masajo Suzuki, Introduction and haiku

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

(20) writing love haiku or senryu: write 8-10 love or anti-love haiku. Not necessarily all lovey-dovey cliches, but love, lust, crushes, first date, breaking up, unrequited love, good friends, bitterness about love, winter dance, sock hop, blind date, romance, vampire love, and so on . . .

(21) valentine haiku gift exchange: bring 16 copies of one of your favorite Love Haiku (can be by you or by someone else or a new haiku you just wrote or edited) and sign the 16 copies for a Valentine's Day gift exchange. Have fun with this!

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Sunday, 2/11)

for 2/15 - haiku of the day --> xxxxx

(22) reading response: write about 2 favorite haiku from Kukai 3 and write about 1 favoriet MATCH from the matching contest 1.

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 3-5 haiku on Mardi Gras, Ash Wednesday, Fat Tuesday, Lent, prayer, spiritual perceptions or traditions from any faith tradition, and 5-10 haiku OPEN TOPIC.

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Wednesday, 2/14)

for 2/20 - - TEAM MEETING DAY

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

(26) write 10-15 haiku OPEN TOPIC.

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Sunday, 2/18)

IN CLASS TEAM group dialogue: compare haiku as a genre to another art or activity. THEN create an interactive event or game to engage the class in this comparison.

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.

(26) Compare the genre of Haiku to [your team's comparison or activity choice] SOMEONE FROM YOUR TEAM SEND ME A SHORT EXPLANATION OF YOUR COMPARISON AND PLANNED ACTIVITY.

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, 2/22

for 2/22

team activity or game or comparison presentations:

Elizabeth, Andrew & Rachel - Tellestrations Haiku
Katie, Kaitlyn, Lexi - Hangman Haiku
Alyssa, Morgan & Travis - Telephone Game Haiku

(27) writing haiku: 5-10 haiku related to elements (things, reality, settings, contexts) often associated with your team comparison . Send me your new haiku by midnight, Wednesday, 2/21.

for 2/27

team activity or game or comparison presentations:

Nicole, Deion, Jesal & Ryan - Advertising Slogan Haiku
Ally, Josh & Rory - Haiku Pong

(28) writing haiku: 5-10 haiku related to or dervived from team engagements Thursday.

(29) response writing: write about two favorite haiku from MAYFLY 64

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Sunday, 2/25)

for 3/1

reading: The Haiku Anthology, pages 1-223

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

(31) haiku writing: write 3-5 haiku in response to favorite haiku from The Haiku Anthology

(32) haiku writing: write 5-10 haiku on anything OPEN TOPIC - things that are important in your life

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Wednesday, 2/28)

for 3/6

Watch the DVD & read the haiku: Haiku: The Art of the Short Poem.

Inivite some friends or classmates over to watch the DVD video in this book. Most of the haiku cited by the haiku poets are included in the anthology usually 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 8-10 new haiku

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Sunday, 3/4)

for 3/8

(35) writing response: write your imagined felt responses to 2 favorite haiku from kukai 4

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

(38) writing haiku: open topic 5-10 new haiku

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 12, about 3 weeks after Spring break. 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 21. 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.

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Wednesday, 3/7)

for 3/13 & 3/15 - SPRING BREAK!

for 3/20

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

(39) reading response writing: Share 10-20 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?

(40) haiku writing: write 10-20 haiku or a haiku sequence or series 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 18 for our kukai!)
Yes, spring break kukai will be Tuesday!

for 3/22

(41) response writing: write about 2 favorite haiku from Kukai 5 • and a favorite pair from 2 Matching Contest

reading: The Haiku Anthology, pages 224-328

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

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

(44) writing haiku: open topic 5-10 new haiku

Midterm Essay Topic Proposal - 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 12. 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 21.

(45) 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 21. Send me a proposal for your Author or Haiku Study

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Wednesday, 3/21)

for 3/27

reading: Haiku Guy handout

(46) 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.

(47) Think about the source of your haiku. 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?

(48) 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.

(49) Write 5 haiku following Kuro's advice, and write 5 more haiku following Mido's approach.

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

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Sunday, 3/25)

for 3/29

(50) response writing: reread pages 10-19 about Lord Kaga. Why does Lord Kaga write haiku? Why are most of Lord Kaga's haiku rejected by Cup-of-Tea? Compare Kaga's first and last haiku. Why does Cup-of-Tea like his last haiku?

(51) response writing: write about a favorite match of haiku from 3 Matching Contest Favorites

(52) 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

by Aubrie Cox

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

•

(53) Write 2 haibun - One a memory of a lived experience (as in the STOP LOOK LISTEN escercise capture the sense of being there—the sensory experience as well as the overall atmosphere or mood). 1 page max. The second one can be a fictional imagined piece (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 (IMAGINE BEING THERE). (Include at least one haiku per haibun although you may want to write 3-4 and let me select only the best 1 for our haibun competition).

(email Dr. Brooks <rbrooks@millikin.edu> all homework assignments by midnight Wednesday, 3/28)

for 4/3

Work on your contemporary haiku essays!

Read the haibun kukai and pick out your favorite

(54) reading response: write your imagined felt responses to 3 favorite haiku from kukai 6 and write a short paragraph about your favorite haibun kukai

(55) Write 10 new haiku - OPEN TOPIC or Easter break activities!

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku by midnight Sunday, 4/1)

for 4/5

(56) Write 8-10 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 by midnight Wednesday, 4/4)

for 4/10 - SCEHUDLING DAY (no class)

The Haiku Foundation has a special series of weekly prompts on writing haiku related to windows. The results of each week's prompt are published on Wednesdays, with a call for new submissions due by the following Sunday. If you submit and get a window haiku accepted, it counts as extra credit. Here is the link to the HAIKU FOUNDATION:

https://www.thehaikufoundation.org/

Click on the HAIKU WINDOWS section for the current prompt.

(57) reading response: write your imagined felt responses to 3 favorite haiku from kukai 7

(58) Write 10 new haiku - OPEN TOPIC or more responses to your haiku essay topic

(email Dr. Brooks (rbrooks@millikin.edu) send your new haiku by midnight Sunday, 4/8)

for 4/12

Contemporary Haiku Reader Response Essays due midnight Wednesday, April 11

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.

Tuesday

01 - Ally Isenhower - death & dying
02 - Andrew Cliatt - Dan Schwerin
03 - Jesal Sheth - Ban'ya Natsuishi
04 - Travis Voorhees - Richard Wright
05 - Lexi Doss - Sonia Sanchez
06 - Kaitlyn Foster - Leila Ali

(59) On April 12, bring 17 copies of a handout (a single page front and back is fine if needed) providing your audience with print copies of all haiku discussed in your essay).

(60) Write 8-10 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 by midnight Wednesday, 4/11)

for 4/17

Contemporary Haiku Reader Response Essay presentations - day 2

Tuesday & Thursday if needed

07 - Deion Corley - baseball haiku
08 - Katie Goethals - nature haiku
09 - Ryan McDonald - Tom Clausen
10 - Morgan Bettner - humorous haiku
11- Rachel Humphrey - Alexis Rotella
12 - Alyssa Rodriguez - Valentina Meloni
13 - Rory Arnold - Ralf Broker
14 - Elizabeth Pillow - healing & therapy
15 - Joshua Mysliwjec - Nicholas Virgilio
16 - Nicole Wells - Eric Amann

(61) reading response: write your imagined felt responses to 3 favorite haiku from other student handouts

(62) Write 10 new haiku in response to essay from student presentation handouts

(email Dr. Brooks (rbrooks@millikin.edu) send your responses & new haiku by midnight Sunday, 4/15)

for 4/19

Finish presentating your essays!

(63) reading response: write your imagined felt responses to 3 favorite haiku from other student handouts

(64) Write 5 new haiku in response to essays from student presentation handouts

(65) Write 5 new haiku on spring sunshine & happiness

(email Dr. Brooks (rbrooks@millikin.edu) responses & new haiku by midnight Wednesday, 4/18)

for 4/24

(66) response writing: write about 2 favorite haiku from Kukai 8 Favorites

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

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

(67) reader responses: select 2 favorite Japanese haiku and 1 favorite Old Pond Comic & write imagined responses to each

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

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

(email Dr. Brooks (rbrooks@millikin.edu) send your responses & new haiku by midnight Sunday, 4/22)

for 4/26

in class - tan-renga cappping verse!

(69) reading response writing: Chapter 2 of Matsuo Bashô by Ueda - MOODLE. Select three favorite haiku from Bashô. Write a paragraph response to these three haiku.

(70) haiku writing: write 8-10 haiku in response to various Basho haiku AND a "darty" haiku

(EXTRA CREDIT) haiku response writing: read the Train Sequences by Dr. Brooks and email my your favorite sequence & write about 3 favorite individual haiku from any sequence (counts as 20 points for a previous 0 day) See MOODLE for the handout "Train Haiku Sequences"

(email Dr. Brooks (rbrooks@millikin.edu) responses & new haiku by midnight Wednesday, 4/25)

for 5/1

(71) response writing: Find two matching English haiku to Bashô's haiku—one representing the aesthetic of sabi and one 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.

(72) reading: Bashô (Chapter 3 The Renku) - MOODLE, pages 69-111 and write a response to a favorite link (a pair of links) in one of the renku examples

(73) tan-renga capping: send me caps for 4-6 of the tan-renga hokku

(74) take turns with friends and write a sequence of 7 to 17 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

(75) haiku project proposal email

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 29.

You can see sample previous haiku projects at:

http://www.brooksbookshaiku.com/MillikinHaiku/haiku/studentprojects.html

Haiku projects are due midnight, Sunday, May 6
Project presentations are May 8

(email Dr. Brooks (rbrooks@millikin.edu) send your responses, tan-renga caps & new haiku by midnight Sunday, 4/29)

for 5/3

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

(77) type your Mad-verse Kasen renga completed in class and send it to me

Allyson Isenhower - Mixed Emotions
Jesal Sheth - Unicorn Tube
Lexi Doss - Pizza
Nicole Wells - Shooting Star
Rachel Humphrey - Frenzy
Randy Brooks - Frisbee Floats

for 5/5

Read School's Out by Randy Brooks

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

(79) haiku writing: write haiku on your haiku project topic

(email Dr. Brooks (rbrooks@millikin.edu) responses to School's Out & new haiku by midnight Wednesday, 5/2)

for 5/8

haiku projects due to be shared in class May 8 (5 minutes each, timed)

Allyson Isenhower - travel haiku
Alyssa Rodriguez - butterflie & motherhood
Andrew Cliatt - haiku monologue
Deion Corley - baseball haiku
Elizabeth Pillow - Marily Minter photo haiga
Jesal Sheth - fashion haiku
Kaitlyn Foster - nursing & haiku
Katherine Goethals - haiku math word problems
Lexi Doss - a nurse's bag of haiku
Morgan Bettner - a teacher's haiku
Nicole Wells - tombstone haiku
Rachel Humphrey - Ah, There You Are Millikin haiku
Rory Arnold - fooball
Ryan McDonald - quiet forests
Travis Voorhees - relationship haiku

(80) email the contents of your projects (the haiku at least and introduction & photographs or power point, etc) by Midnight Monday, May 9 or sooner.

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

http://www.brooksbookshaiku.com/MillikinHaiku/haiku/studentrenga/Grasshoppers&Tobacco.html

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, May 6.

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)

(81) email me your kasen-renga by midnight, Sunday, May 6. and bring one copy to class (properly folded and belted) for sharing in class on May 8. Have ONE member of your kasen team send it to me by email.

Allyson Isenhower - Head to Toe
Andrew Cliat- Voices in My Head
Elizabeth Pillow - Feeling Your Bones
Jesal Sheth - Secretly Watching
Joshua Mysliwjec  - Sugar Daddy
Lexi Doss, Kaitlyn Foster, Katherine Goethals - Manicured Toes
Morgan Bettner - Tumbling into Love Again
Nicole Wells - Candy Wrappers
Rachel Humphrey - Sweating Serenity
Rory Arnold - Midnight Moon Pie
Ryan McDonald - Moonlit Walk
Travis Voorhees - Lasso the Moon

(email Dr. Brooks (rbrooks@millikin.edu) haiku project & kasen by midnight Sunday, 5/6)

for 5/10 (last day of class)

Signature Gift Exchange & Sharing Haiku Collections

(82) Signature haiku gift exchange (digital photo sent to me) and haiku chapbook collections (email to me) are due Wednesday, May 9.

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 17 copies to class! (includes 1 for yourself)

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 © 2018 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 10! You will get your Haiku Collection back at our final exam.

(83) Don't forget to e-mail a copy of the contents of your collection including your introduction to Dr. Brooks by midnight, Wednesday, May 9!

(84) Don't forget to e-mail your short bio statement to Dr. Brooks by midnight, May 9. This bio statement will be used at our Global Haiku final exam Reading.

for 5/17 - final exam

final exam reading --> Final Exam Haiku Reading: May 17, 2-4pm, Kirkland 128

The Fall 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.

Help opportunities include:
bringing snack or food - Elizabeth, Ryan, Nicole, Deion
chalk the walk with haiku & event promo - Nicole

(85) Submissions to haiku magazines Final. (one email submission copied 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.

for 5/20 - Post-class evaluation (SIRs & Reflections)

(86) Don't forget to do your SIR course evaluation!

(87) Review haiku you have written from the kukai, matching contest, and from your final haiku collection. Write about why 5 of your haiku are your favorites. (3 pages maximum)

(88) Write a short reflection essay on how your life has been enriched by learning more about the literary art of reading and writing haiku. What has the art of haiku taught you that will be of value in your professional, social and personal life? (3 pages maximum)

EMAIL your 87 and 88 reflection writings to me by midnight Sunday, May 20 at: rbrooks@millikin.edu