Haiku, Haikai, and Tokugawa Society
Haiku, Haikai, and Tokugawa Society
Brian Popovich, AP World History
Brentwood High School, Brentwood TN
Standards
From the AP World History Key Concept Outline
3.1. Expansion and Intensification of Communication and Exchange Networks
III. Cross-cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication.
D. Diffusion of literary traditions
4.1 Globalizing Networks of Communication and Exchange
VII. As merchants’ profits increased, funding for the arts, even for popular audiences, increased along with the expansion of literacy.
Objectives
Upon completion of this lesson, the students will
Identify ways in which a dynamic commercial society transformed Tokugawa Japan
Analyze and interpret various forms of Japanese poetry in a social context
Create two haiku individually, and one haikai as a whole class
Previous Knowledge
Prior to this lesson, the students will have learned about the dramatic social changes that occurred during the Tokugawa Shogunate as a result of increasing economic activity.
Most students will also have some previous knowledge concerning haiku.
Procedure
Set
Begin by asking students what they know about haiku. Then, show the video of Basho’s “Frog” haiku listed among the resources below. Finally, ask students to compose a haiku (5-7-5 syllables) with no additional instruction in terms of form. Invite students to share their work with the class.
Instruction 1
In a lecture format, provide a brief explanation of the role of poetry in Japanese society, beginning with the Manyoshu. Then, demonstrate the tanka form (5-7-5-7-7 syllables), making sure to reference its similarities to the sonnet (with which students will have some basic familiarity). Emphasize its social context, namely that it was an attempt to return to a native Japanese form (as opposed to imitations of Tang poetry), that during the Heian period it was primarily associated with an elite class that was increasingly insulated from common people, that it was the favored form of court women, and that it was frequently used to write actual love letters. Next, illustrate the mechanics of renga, or linked verse (in which one poet responds to the lines written by another poet) and its social context as a kind of parlor game originally. Finally, explain the rise of the haikai, or comic linked verse, in the context of a developing social transformation during the Tokugawa era, paying particular attention to ramifications of the fact that a changing samurai class and a dynamic merchant class were now participating in the creation of poetry.
Activity 1
At this point, distribute a sheet that is separated by horizontal lines every two inches. The sheet should leave a space at the top, and in the margins should be a reminder to write a tercet (5-7-5 syllables) or a couplet (7-7) in alternating fashion. The teacher should begin with a tercet. Then instruct students to respond to ONLY the lines written by the previous person, folding the paper at the horizontal line to hide everything else after they have written their lines before passing it on to the next person. Remind them that bawdy humor is appropriate, but that judgment must be exercised. This activity will continue throughout the rest of the lesson until everyone has written their lines in response. (NB: depending on the number of students and time allotted, the teacher may have two sheets, each beginning with the same tercet, circulating at the same time. For example, distribute one sheet for one side of the room and one for the other. The differences in the two resulting poems, both of which started with the same tercet, can be quite interesting.)
Instruction 2
As students continue Activity 1, return to a lecture format by introducing the work of Basho. Focus here on the development of the haiku as both a shortening of previous forms and as a response to the popularization of poetic expression. Illustrate the function of the seasonal word and the cutting word as requirements for the haiku. Provide examples from the work of Basho.
Activity 2
While the haikai is still passed around, students will now compose another haiku, this time incorporating a seasonal word and a cutting word. This will be much more challenging, and the teacher will likely need to provide some individual guidance. Invite students to share their work with the class. Discuss the differences between the first haiku and the second.
Closure
Upon completion of the haikai, read it aloud to the class. This will usually result in some humor.
As an exit slip, students will write on the following free response topic:
- Identify and explain ONE way in which tanka in the Heian era reflected its social context.
- Identify and explain ONE way in which haikai in the Tokugawa era reflected its social context.
- Identify and explain ONE way in which the haiku of Basho responds to the popularization of poetry.
Assessment
The activities and subsequent discussions serve as formative assessments. The teacher should check for understanding of the formal requirements of the haikai and haiku.
The exit slip serves as a summative assessment. As it is a short-answer topic in the style of an AP World History examination question, it should be graded according to the relevant rubric provided by the College Board (which, as of now, is still in development).
Resources
The Japan Shop, “Japanese Haiku by Basho”
This YouTube video includes a Japanese reading, as well as an English translation of a famous haiku by Basho. It also demonstrates the syllable count required. It serves well as a non-threatening introduction.
Asian Topics on Asia for Educators, “Basho, Master of the Haiku and Haikai”
http://afe.easia.columbia.edu/at/basho/hbb01.html
This is a tremendous resource for teachers. This particular series of videos focuses on the poetry of Basho in the context of Tokugawa society. It also demonstrates the key principles of haiku and haikai.
Asian Topics on Asia for Educators, “Tokugawa Japan”
http://afe.easia.columbia.edu/at/tokugawa/tj01.html
This particular series of videos focuses on the social, economic, and cultural aspects of Tokugawa Japan. They could fit nicely within any or all parts of the “Instruction” section above.
Higginson, William J. and Penny Harter. The Haiku Handbook: How to Write, Share, and Teach Haiku. Tokyo: Kodansha International, 1985
This handy volume provides all the material one could need for teaching haiku and its related forms. It also includes a section from which to choose poems.
Sato, Hiraoki and Burton Watson, eds. From the Country of Eight Islands: An Anthology of Japanese Poetry. New York: Columbia University Press, 1986.
This book is an outstanding resource for all forms of Japanese poetry, many of which are translated by the editors, both widely-respected in the field. It also provides a great deal of context for understanding.