A Study of a Haiku Teaching Method in an Elementary School Language Arts Class

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  • HATA Kyoko
    Graduate School of Integrated Frontier Science, Kyushu University

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Other Title
  • 初等国語科における俳句創作の指導方法に関する一考察
  • 初等国語科における俳句創作の指導方法に関する一考察 : 「児童の言語生態研究会」の実践を事例として
  • ショトウ コクゴカ ニ オケル ハイク ソウサク ノ シドウ ホウホウ ニ カンスル イチ コウサツ : 「 ジドウ ノ ゲンゴ セイタイ ケンキュウカイ 」 ノ ジッセン オ ジレイ ト シテ
  • : A Practical Lesson of the Pedagogical Association for Children’s Linguistic Ecology as an Example
  • 「児童の言語生態研究会」の実践を事例として

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Description

Haiku education in elementary school language arts classes used to focus only on the 5-7-5 structured poetry forms and season words. However, not enough attention has been paid to the moment of sympathetic transaction between nature and humans. Through a discussion of practical lessons from the Pedagogical Association for Children’s Linguistic Ecology, this study suggests a better way of teaching Haiku in the elementary school language arts classes. This association uses two methods –the combination of two things and using the given word– as a basis for Haiku education. The key point of the first method is showing one picture to the children, and asking them to express their feelings at the moment with the visual imagery. The key point of the second method is giving the children one unfamiliar word or phrase, such as rising cloud, and asking them to use their imagination and to apply their reaction to the word or phrase in their writing. This study suggests that after the application of these two methods, children can learn to work creatively beyond formulaic intention and the traditional rules.

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