EXPLORING: FROM HAIKU TO EXQUISITELY EKPHRASTIC POETRY DISCOVER: ENGAGING ACTIVITIES FOR CLASSROOM OR HOME Ekphrastic, or ekphrasis, is a Greek word described by Webster’s dictionary as “a literary description of, or commentary on, a visual work of art.” Our goal is to lead you through a series of activities beginning with the haiku form, moving to the acrostic, cinquain, and rondel forms, to the process of creating original poetry inspired by works of art in Maryhill Museum of Art’s rich collections. This is art inspired by art, or "ekphrastic poetry." Ekphrastic poetry and artmaking are part of a long tradition. It works in several ways. In one way, poetry inspires objects. Many Greek vases are covered with artwork that tell the story of the Trojan war from the epic poem, The Iliad, written by Homer sometime in the 8th century BCE. Another way to be ekphrastic is to use objects to inspire poetry. An example of this is the poem by John Keats titled, Ode on a Grecian Urn (click on this link to see the poem). He wrote this in 1819 after contracting the deadly illness, tuberculosis. This poem examines the close relationship between art, beauty, and truth, as well as the fragility of it all. The activities will introduce you to both poetic forms and wonderful works of art, prompting your artistic and poetic creativity. These activities work well with very young people as well as adults, with only slight modification. Once you are comfortable with various poetic forms, we invite you to create an original ekphrastic poem of any style (including performance, or SLAM poetry) that was inspired by a work of art from our collection. Use the links at the end of this activity packet, or visit www.maryhillmuseum.org to connect to the Google Form and upload your poetry! It’s easy to participate in this exciting project. EXAMPLE OF AN EKPHRASTIC POEM In the Trees by Louise A. Palermo In the trees the flock lives in perfect harmony. They forget the wolf. Image: Eanger Irving Couse, (American, 1866–1936), In the Trees (detail), c. 1898, oil on canvas, 36” x 41”; from the collection of George W. Shane Jr., Collection of Maryhill Museum of Art DISCOVER is a free activity made possible by Judith A. Lackstrom and Robert E. Morrow 1 ENTRY INTO POETRY Learning about forms starting with the haiku GOAL: After exploring, reading, and understanding a haiku, write three: one haiku will be self- prompted, one will be in response to another haiku, and one will be in response to an image. OBJECTIVES: Identify syllables in a word Read haiku correctly, understanding the role of punctuation Explore sample poems through discussion, note taking Explore “images” created by words and make lists of words and word pairs Write three haiku using the provided VOCABULARY prompts Ekphrastic Image NATIONAL VISUAL ARTS STANDARDS: Imagery Narrative DISCOVER activities align with National Visual Syllable Arts Standards. To view a list of exact standards met in this DISCOVER activity, visit Use the Definitions and Visual www.maryhillmuseum.org/activities Arts Vocabulary List on the DISCOVER page at maryhillmuseum.org/activities Image: Sarah Horowitz (American, b. 1977), Blue Magnolia Blooms, 2008, gouache on iron gall ink-dyed paper, 20½” x 14”; Collection of Maryhill Museum of Art. DISCOVER is a free activity made possible by Judith A. Lackstrom and Robert E. Morrow 2 HAIKU The form Haiku originates from Japan and was made famous by the poet, Basho. Basho was born in 1644 in the city of Ueno, Japan. Haiku combines content and language in a compact and meaningful form using only 17 syllables. It creates verbal imagery connecting to an object, moment, or mood; often using the senses of sight, taste, touch, sounds, and smell. Seldom complicated, Haiku explores themes of nature, feelings, and experiences through everyday life. Using only 3 lines—the first line of 5 syllables, 7 syllables in the middle line, and 5 in the last line—the haiku does not usually rhyme. It uses the last line to connect the listener through a surprise, or “aha” shift. Haiku does not use metaphor or simile, but rather places word images in a way that carries understanding. For example, the idea of a “harvest moon” conjures an image as does “coins in a beggar’s cup.” Used in the same poem, a relationship is suggested and sparks understanding in the reader. Writing haiku encourages learning about syllables, punctuation, and language. It requires careful consideration of word choices. In a haiku form, one word may have too many syllables and does not fit a line, so the poet must explore other words that convey the same meaning and syllable count. HAIKU EXAMPLES Over the Wintry Choices by Natsume Sōseki by Louise A. Palermo Over the wintry In sudden movement forest, winds howl in rage warm fur melts into my lap. with no leaves to blow. The cat chooses me. DISCOVER is a free activity made possible by Judith A. Lackstrom and Robert E. Morrow 3 FIVE STEPS TO HAIKU Syllables Syllables are the “building blocks” of words. It is a single, unbroken sound of a spoken (or written) word. Syllables usually contain a vowel and accompanying consonants. Sometimes syllables are referred to as the 'beats' of spoken language. ACTIVITY Learn to identify the syllabic count in words you collect. EXAMPLES ONE SYLLABLE TWO SYLLABLES THREE SYLLABLES FOUR SYLLABLES FIVE SYLLABLES Moon Water Abandon American Imagination Air Apple Adventure Discovery Opportunity Sky Walking Excitement Mortality Individual Love Purple Family Vegetable Electricity Touch Picket Reflection Isolation Capability Punctuation and Reading Haiku Compare the two poems on the next page. Notice the use of punctuation, or lack of punctuation, at the end of each line. When you read, you should stop at the end of a line using a period before reading the next line. You should pause at the end of a line using a comma at the end. If a poem only has a period at the end of the last line. You should not stop reading at the end of each line. You read the poem as though it is one sentence. Punctuation gives clues to the reader: Period (.) means full stop Comma (,) means pause for a moment No punctuation means keep reading without a pause Dash (–) breathe once before continuing Exclamation mark (!) read the word with enthusiasm DISCOVER is a free activity made possible by Judith A. Lackstrom and Robert E. Morrow 4 ACTIVITY Practice reading haiku by going online. There are many resources. Breath The Old Pond In a Tornado Shelter by Louise A. Palermo by Matsuo Bashō by Louise A. Palermo Air is unseen life An old silent pond Little buzzing fly, wrapped lovingly around us, A frog jumps into the pond— for you the storm is safer. like an old woman. Splash! Silence again. My aim is deadly. Finding Meaning Through discussion or making notes, read the poems. Find answers to the following questions: When does this happen? Who is the poem about? What are important things to understand? How does the title help you understand the meaning? What do you know about the subject of this poem? Discuss picture words. Action words. Words that engage your senses. Which senses? Words that connect to nature. ACTIVITY Read more haikus and use these questions, or engage in a discussion, to assist your understanding. Visit poets.org/glossary/haiku DISCOVER is a free activity made possible by Judith A. Lackstrom and Robert E. Morrow 5 Image and Imagery In the poem The Old Pond, the poet engages your senses. The words “old silent” suggests stillness; “Jumps and splash” suggest action and sound; “Silence again” returns us to the stillness. ACTIVITY Using any books, magazines, or Google, make a list of words or word groups that create a mental image or engages one's senses. It is helpful to count syllables and place the count after the word or word pair. Become a Poet Using the list you made, make haikus of your own. ACTIVITY Use the list to inspire your poetry. 1.Using the list of words from the previous exercise, write a haiku of your own using some of these words. 2.Choose one of the haiku examples above and write your own original haiku on the same subject. 3.Using a favorite object or work of art as inspiration, create a haiku. DISCOVER is a free activity made possible by Judith A. Lackstrom and Robert E. Morrow 6 IMAGES TO IMAGERY Building on haiku, learn a few other forms and begin an ekphrastic adventure GOAL: After exploring meaning in poems and objects, find thematic connections that support these discoveries and inspire a response through original poetry and visual artmaking. OBJECTIVES: Understand verbal imagery and meaning in poetry Understand the tools used to create a narrative in visual art forms Enhance understanding of each by finding connections between the two Become inspired to create a new poem or work of art in response to a poem and/or work of art POET, ARTIST, YOU! In this section, imagery and meaning will be explored through various poetic forms and objects from Maryhill Museum of Art’s collection. You will look for connections and find related meaning in both written and visual media. Once familiar with the meaning of each art form, try matching a poem to a work of art based on your explorations and understanding of each. You might find your pairing will change the more you explore the poems and objects. Have fun! Meaning in Poems & Images There are many poetic forms from simple to complicated, just as there are many forms of visual arts.