Advanced Studies in Poetry: Global Haiku Tradition
EN340-01- Spring 2019
Dr. Randy Brooks

<http://www.brooksbookshaiku.com/MillikinHaiku/courses/globalSpring2019/assignments.html/>

Classroom: SH422

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 by email) • 20 points
Final Reading • 20 points
Final Reflections • 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: Thursday, May 16, 2-4pm, K128

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/
Haiku Poet Intervews • https://www.thehaikufoundation.org/category/video_archive/thf_interviews/
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/
FemKu • https://femkumag.wixsite.com/femkumag/issues

Extra Credit Opportunities:

(1) Japan House Tea Ceremonies

Japan House is delighted to announce that tea ceremonies will now be offered to the public. See the schedule.

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.

(3) Haiku Cut - tba

for 1/22 - haiku of the day --> Dr. Brooks

reading: Mayfly 59 magazine sample

for 1/24 - haiku of the day --> Amanda

(1) writing response: send me an email copy of your in-class response to a favorite haiku in Mayfly 63

(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: Tea's Aftertaste by Aubrie Cox, handout 1

(3) writing response: find 2 favorite Aubrie 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:

wilted lilacs . . .
your hand
slips from mine

Aubrie Cox, tea’s aftertaste, 15

(email Dr. Brooks (rbrooks@millikin.edu) your 1 Mayfly 63 response, your 2 Cox response & 8-10 haiku by midnight Wednesday, January 23)

for 1/29 - haiku of the day --> Connor

in class: kukai 1

reading: To Hear the Rain (handout)

(4) writing responses: find 2 favorite Lyles haiku—write your imagined felt responses to them (one paragraph each). Be ready to discuss why you like them.

(5) writing extended memory & memory haiku: choose a third favorite haiku by Peggy Lyles or Aubrie Cox that especially triggered memories from your childhood or past. This time write a one page memory describing a moment from your own life. THEN write 3 haiku which capture different instances or feelings from within that longer memory from your experience.

(6) haiku write: 10 new haiku on about winter perceptions.

(email your 2 short responses & one 1-page sensory memory writing & 10 new haiku by midnight Sunday, 1/27)

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

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

(8) during or at a different time and place from your quiet contemplation space writing, slowly read your new issue of MAYFLY 66 closing your eyes after reading each haiku to fully imagine each one. Let your imagination/memory go and write 2-3 haiku from where one of your favorite haiku took you.

(9) haiku write: 8-10 new haiku on OPEN topic (try writing from observations, perceptions in your daily life NOW)

(email Dr. Brooks (rbrooks@millikin.edu) responses & new haiku by midnight Wednesday, 1/30)

for 2/5 - haiku of the day --> Grace

in class: kukai 2

reading: The Silence Between Us by Wally Swist

(10) writing response: find three favorite haiku from Wally Swist and write a short response paragrapsh about them.

(11) reading response: find an interesting "matched pair" of haiku (one from Wally Swist and one from 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).

(12) haiku write: go for a walk and write 5-6 haiku & write 3-4 open topic haiku

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 1/3)

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

in class: Haiku to Edit 1

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

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

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

(15) haiku write: 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> responses & new haiku by midnight Wednesday, 2/6)

for 2/12 - haiku of the day --> Mason

in class - Matching Contest 1 FOMO • Matching Contest 2 COLLEGE

(16) haiku to edit 1: based on the haiku editing workshop in class on Thursday, send me variations and edit suggestions for at least five haiku by others from the HAIKU TO EDIT 1 handout. You may send edits of more than 5 if you want.

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

(18) write 8-10 haiku on on working out, exercise, getting healthy, yoga, etc. AND try one FOMO haiku!

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 2/10)

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

in class -Valentine's Gift Exchange Haiku & Matching Contest 3 HEALTH

(19) reading response (scribe from in class team): 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?

(20) reading response: write your favorite match from 1 FOMO and your favorite match from 2 COLLEGE

(21) valentine haiku gift exchange: write a Valentine's day haiku and sign and bring 16 copies for a Valentine's Day gift exchange. Have fun with this!

(22) write 7-10 new haiku -- employing contemplation or meditation in your quiet space. Find a quiet place on campus or at your home to sit, close your eyes, breathe easy and just relaxe . . . DON'T FALL ASLEEP. FALL AWAKE and write some new haiku.

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 2/13)

for 2/19 - haiku of the day --> Bree

(23) reading response: write your favorite match from 3 HEATHY LIFE competition

(24) reading response: write about your favorite Valentine's Day gift haiku

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

(25) reading response: compare Gail Sher's suggestions for writing haiku with the introduction in Peggy Lyles' book (one page max)

(26) writing love haiku or senryu: write 8-10 love, relationgship, 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 . . . and one on bedroom

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 2/17)

for 2/21 - haiku of the day --> Jake

reading: SCHOOL'S OUT by Randy Brooks

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

(28) reading response: write your imagined felt responses to three favorite haiku from Kukai 3 Favorites

(29) write 8-10 new haiku based on memeories of key moments throughout your life

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 2/20)

for 2/26 - haiku of the day --> Whitley

reading: Love Haiku by Masajo Suzuki, Introduction and haiku

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

(31) matched pair response: find an interesting "matched pair" of haiku (one from Masajo Suzuki and one from other English language authors) to read side by side. Write a short analysis of the writing strategies and techniquse used in these haiku. (not just 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).

(32) writing 8-10 haiku about failed love, break ups, divorce, lost love, hopes for love, etc. OR OPEN TOPIC!

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 2/24)

for 2/28 - TEAM MEETING

(33) reading response: write your imagined felt responses to three favorite haiku from Kukai 4 Favorites

(34) reading & responses: The Haiku Anthology, pages 1-121, and write responses about 3 favorites.

(35) haiku writing: write 8-10 haiku OPEN TOPIC

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 2/27)

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 (resulting in the writing of haiku).

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.

Compare the genre of Haiku to [your team's comparison or activity choice].

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

(36) Have your team SCRIBE send me an email overview of your genre comparison & activity plans.

(email Dr. Brooks (rbrooks@millikin.edu) your team genre comparison and your team's comparison activity idea by midnight Thursday, 2/28)

TEAM presentations/games/actvities start Tuesday, March 5

for 3/5

team activity or game or comparison activities:

Team 1 - haiku & nature photography
Team 2 - meditation & haiku

(37) writing haiku: 6-8 haiku related to elements (things, reality, settings, contexts) often associated with your haiku activity comparison. Send me your new haiku by midnight, Sunday March 3.

(email Dr. Brooks (rbrooks@millikin.edu) your team genre comparison activity materials and your related haiku by midnight Sunday, 3/3)

for 3/7

team activity or game or comparison activities:

Team 3 - short films & haiku
Team 4 - pictionary haiku

(38) writing haiku: send me haiku or write haiku that came out of the haiku comparison actvities on Tuesday. Send me your new haiku by midnight, Wednesday, 3/6 after the 3/5 presentations and midnight, Thursday 3/7 after today's activities.

(email Dr. Brooks (rbrooks@millikin.edu) haiku written in the comparison activities)

for 3/12 & 3/14 - Spring Break!

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

(39) reading response writing: Share a page (about 10-12) 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 8-10 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 Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Monday, 3/18)

for 3/19 - haiku of the day -->Kevin

spring break kukai!

for 3/21 - haiku of the day -->Mikaela

(41) writing response: write your imagined felt responses to 2 favorite haiku from kukai 5 (Spring Break haiku)

reading: The Haiku Anthology, pages 122-328

(42) reading & responses: The Haiku Anthology, pages 122-328. 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.

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

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 3/20)

for 3/26 - haiku of the day --> Rene

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.

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

(45) 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.

(46) writing haiku: open topic 8-10 new haiku

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

(47) 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 11, about 2 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 Sunday at midnight, March 17. SEND ME A PARAGRAPH OF YOUR IDEA FOR THE ESSAY.

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> responses & new haiku by midnight Sunday, 3/24)

for 3/28 - haiku of the day --> Daryann

(48) writing response: write your imagined felt responses to 2 favorite haiku from Kukai 6 Favorites

(49) Read the following two haibun by Aubrie Cox, Editor of Frogpond. 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

•

(50) Write 2 haibun - One a memory of a lived experience (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. (Include at least one haiku per haibun - you may want to write 3-4 and select only the best 1-2).

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haibun by midnight Wednesday, 3/27)

for 4/2 - haiku of the day --> xxxxx

(51) Read the 1 Haibun Kukai from class and write a reponse to your favorite one. Your response can be a haibun in response or a commentary about the haibun you like the most.

reading: Haiku Guy handout

(52) 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.

(53) 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?

(54) 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.

(55) Write 5 haiku following Kuro's advice, and 5 haiku following Mido's approach. Try a few animal haiku.

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

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 3/31)

for 4/4 - team GINKO day (go on an excursion with friends and write haiku) (no class meeting)

Work on your contemporary haiku essays!

(56) Write 10 new haiku - OPEN TOPIC!

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 4/3)

for 4/9 - scheduling day

Finish your contemporary reader response essays. We will begin presentations on April 14.

(57) Write 10 new haiku - OPEN TOPIC & haiku from your team ginko.

(58) response writing: write about a favorite match of haiku from 4 Matching Contest - Mido

(59) response writing: write about a favorite match of haiku from 4 Matching Contest - Kuro

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 4/7)

for 4/11 - reader response essays due - haiku of the day --> Mason

(60) 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.

Amanda Bivens - For my reader response essay, I originally wanted to focus on haiku about murder, and although I would still like to borrow that book, I think I would prefer to write about haiku from Peggy Lyles. I have found Peggy Lyles to be captivating.

Ariya Hawkins - My idea for the Post-Midterm Essay is to analyze the work of female haiku poets who write about experiences specific to women. I found a really interesting feminist e-zine called #FemkuMag that I’d like to explore further. There are several different authors that contribute their work to the e-zine, so I’m planning on focusing my attention on at least 3-5 of these poets and selecting more than one of their works from various issues to compare and analyze. Here is the link to #femku: https://femkumag.wixsite.com/home/issues

Benjamin Woodcock - John Stevenson

Breana Bagley - I’m not sure if I want to stick to a particular author but I would love to write about happy love haiku. Whether that be a romantic relationship or just friendship, I’d like to write about haiku leaving others with a pleasant feeling. After listening to this DVD, I really took away the idea of using haiku as a short journal, so I’d be interested to find haiku from a childhood love, to high school, college romantic relationship, and following through the life of kids until death do them part. These haiku don’t have to come from the same author or be about the same couple but I could almost create my own montage of a relationship and the journey from beginning to end.

Connor Mendenhall - I want to write about George Swede. I wanted to find an author a bit more obscure than our classes beloved, George Swede, however, he is the main author who I am consistently intrigued by.

Daryann Birt - For the essay, I think I would like to write about Nicholas Virgilio because I like the way that he uses heartbreak and death to give such a beautiful image. Even though they are sad I am able to relate somewhat because I have heard so many stories from my grandpa about so many of his friends passing away during war and him having to go through not having them around anymore. The images that Nicholas provides are so clear and precise you can see and feel the emotion behind them which I really appreciate. 

Emily Reeves - I would like to write my essay on Peggy Lyles. When we read through some of her haiku in class, I really connected with her and her writing. I love the vivid imagery that her haiku bring to the reader and the memories that come up from her writing.

Evan Chastain - I would like to do my essay about George Swede and how he goes about creating Haiku. I like how he ventures off the path of light- and warm-hearted haiku and presents more real life moments that usually bring sadness and a dreadful feeling to the reader.

Grace Ruddell - For my essay, I really wanted to explore the works of a female author of haiku. I wanted to do this in order to expand on the ideas she may have and relate my own experiences through hers. In Caroline Gourlay’s Lull Before Dark, I really enjoy her exploration of emotions and reality.

Jakob Cihak - I plan to do my paper about mental health haiku. One of the authors that intrigued me was Roberta Beary because of the first thing she had said in the movie. Beary stated, “[Haiku] is the best free medicine in the world.”

Julia Peterson - Family and loss of loved ones.

Kevin Miller - John Stevenson

Mason Bruce - I would very much like to write my report on the baseball anthology that you mentioned to me in class. I feel as if this is something that I can relate to quite well and have a firm understanding of the topic. I am not sure if this is exactly what I want to focus on, but It will be a great place to start. If I do not find this to my liking, I would like to focus on an author analysis of Alan Pizzarelli.

Mikaela Vuglar - I would like to read more into the work of Nicholas Virgilio or Peggy Lyles, used a matched-pair haiku approach.

Rene Sanchez - John Stevenson

Whitley Sapp - I am choosing to write about George Swede. I really enjoy his haiku, and I find our styles to be similar in ways. I love to write haiku about everyday things and the world around me. From what I have seen, George has the ability to write both happy and dark haiku.

(61) On April 11, bring 18 copies of all of the haiku discussed in your essay. This handout should be on a single page (front and back is fine if needed) providing your audience with copies of all haiku discussed in the essay.

(62) 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> your essay, copy of the haiku handout & new haiku by midnight Wednesday, 4/10)

for 4/16 - haiku of the day --> Mason

Finish presentating your essays!

(63) reading response: request a copy of 1 or 2 essays by others in our class (2 essays max!). Read the essay and write a paragraph response about what you especially liked or realized from their essay.

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

(65) Write 5-10 new haiku on topics in response to haiku discussed in essay presentations.

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 4/14)

for 4/18 - haiku of the day --> Dr. Brooks

monster kukai!

(66) 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 haiku and 1 favorite OLD POND COMIC and write imagined responses to each

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

(68) Write 5-10 new haiku OPEN TOPIC

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 4/17)

for 4/23 haiku of the day --> xxxxx

(69) response writing: write about three favorite haiku from Kukai 7 Favorites

(70) reading response writing: Chapter 2 of Matsuo Bashô by Ueda (handout available on MOODLE)

(71) haiku response writing: write responses to 2 favorite haiku by Basho

(72) Write 8-10 new haiku on Easter or OPEN TOPIC

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Monday, 4/22)

for 4/25

(73) 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.

(74) Write 3-5 haiku based on moments of SABI and 3-5 haiku on moments of KARUMI.

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Wednesday, 4/24)

for 4/30 in class - Mad Verse Renga!

(75) response writing: write about 3 favorite haiku from Matching Contest 5 Easter, Sabi & Karumi

(76) tan-renga capping: send me caps for 3 favorite haiku from Matching Contests Easter, Sabi & Karumi

(77) reading: Bashô (sample Kasen no-renga) - and write a response to a favorite link (a pair of links) in one of the renku examples

(78) 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

(79) 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 28.

You can see sample previous haiku projects at:

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

Haiku projects are due midnight, Monday, May 6
Project presentations are May 7

(email Dr. Brooks <rbrooks@millikin.edu> responses & new haiku by midnight Sunday, 4/28)

for 5/2

(80) Write about 2 favorite tan-renga from our handout: Tan-renga Caps

(81) type your Mad-verse Kasen renga completed in class.

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

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

(83) Plan a haiku writing gathering with classmates and/or friends (groups of 4-7). This can be a series of haiku or a half-kasen due midnight, Wednesday, May 1.

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 18 link half-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

email me your half kasen-renga (or haiku series on topic of your choice) by midnight, Wednesday, May 1. and bring one copy to class (properly folded and belted) for sharing in class on May 3

Mad-verse Half-Kasen and Sequences:

Amanda Bivens - Mirror Mirror
Ariya Hawkins - Taco Bell
Ariya Hawkins - Friends
Breana Bagley - Senioritis
Connor Mendenhall - Fraternity
Daryann Birt - L. A. Noire
Daryann Birt - Werewolf
Emily Reeves - Call Button
Emily Reeves - Comfort
Evan Chastain - Cannonball
Evan Chastain - Void
Grace Ruddell - Superhero
Julia Peterson - Fireball
Julia Peterson - Hollow
Kevin Miller - Frog Vacation
Mason Bruce - Baseball Cap
Mason Bruce - Lake Sunshine
Mikaela Vuglar - Moon Vines
Mikaela Vuglar - Spring Beauties
Rene Sanchez - Dark Knight
Rene Sanchez - The Pawn
Rene Sanchez - Weedy Garden
Whitley Sapp - Stones Wonder

for 5/7

haiku project presentations

Amanda Bivens - love haiku
Ariya Hawkins - Aids epidemic haiku
Benjamin Woodcock - colors of music
Breana Bagley - love haiku
Connor Mendenhall - movies & haiku
Daryann Birt - war stories haiku
Emily Reeves - travel haiku
Evan Chastain - football haiku
Grace Ruddell - Burlesque haiku
Jakob Cihak - nature photography & haiku
Julia Peterson - law & crime haiku
Kevin Miller - faith related haiku
Mason Bruce - music or boating haiku
Mikaela Vuglar - haiku & healthcare OR haiga
Rene Sanchez - police haiku
Whitley Sapp - car haiku

haiku projects due (to be shared in class May 7).

(84) email the contents of your projects (the haiku at least and introduction & photographs or power point, etc) by Midnight Monday, May 6 or sooner.

for 5/9 (last day of class)

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 Midnight, May 8.

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 18 copies to class! (including 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 © 2019 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 1 copy of your Haiku Collection to class Thursday, May 9!

(86) Don't forget to e-mail a copy of the contents of your collection including your introduction to Dr. Brooks by midnight, Wednesday, May 8!

(87) Don't forget to e-mail your short bio statement to Dr. Brooks by midnight, December 5. This bio statement will be used at our Global Haiku final exam Reading.

(email Dr. Brooks your collection, photo of signature haiku, short bio by Wednesday midnight, May 8)

for 5/16 - final exam

final exam reading --> Thursday, May 16, 2-4pm, K128

The Spring 2019 Global Haiku Reading

I will bring your haiku 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.

Dr. Brooks - M.C. (introductions & bio notes)

(88) 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.

(email Dr. Brooks your submissions page by Wednesday midnight, May 15)

Post-class evaluation (SIRs & Reflections)

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

(90) 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.

(91) 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?

EMAIL your reflection writings to me by midnight Friday May 17, at: rbrooks@millikin.edu