LESSON 4
Focus discipline: DRAMA
Year Level: 5 & 6
Title: Japanese Poetry
Focus: Haiku poems
Duration of Lesson: 60 mins
Learning Intentions/ Objectives and specific purpose:
At the completion of this class learners should…
 Show willingness to contribute to discussion and performance of activities.
 Demonstrate focus, commitment and cooperative work in activities.
 Perform and articulate the dramatic elements in their Haiku poem performance.
Links to AusVELS:
As students progress to achieving AusVELS level 6…
Creating and Making
 ‘Students independently and collaboratively experiment with and apply a
range of skills, techniques and processes using a range of media,
materials, equipment and technologies to plan, develop, refine, make and
present arts works’ (VCAA 2013, p. 15).
 ‘In their arts works, they communicate ideas and understandings about
themselves and others, incorporating influences from their own and other
cultures and times’ (VCAA 2013, p. 15).
Exploring and Responding
 ‘They interpret and compare key features of arts works made in a range
of times, places and cultures’ (VCAA 2013, p. 15).
 ‘They identify and describe influences on their own works and discuss the
purposes for which arts works are created in different historical and
cultural contexts’ (VCAA 2013, p. 15).
Resources and Materials
 Haiku worksheet (link)
 Introduction to Haiku website (link)
Links to Resources (work-sheets, tests, assessment checklists, ppt etc)
Introductory Haiku worksheet - http://www.kidzone.ws/poetry/haiku1.htm
Introduction to Haiku website http://www.kidzone.ws/poetry/haiku.htm#Worksheets
Classroom Organisation
Students will have a limited amount of ‘sitting and listening’ time. Group
discussion in circle. Pairs and small groups are made when needed.
Rationale – why this lesson was chosen and how it reflects your arts philosophy
This lesson gives students the opportunity to build on their skill using artistic
elements and Noh theatre elements explored in previous lessons - stillness,
silence, pause, slow pace, use of stylized gesture, use of music/sound. Students
experimenting with these and create a dramatic piece, drawing from the
Japanese poetry form Haiku. As well as performing and responding to these
works, students are engaging in literacy skills in poetry, thus representing my
within my philosophy that integrated arts work is often infused with multidisciplinary approaches.
References (Sources for Activity)
DLTK 2013, ‘Haiku’, KidZone Poetry, KidZone, 2013 DLTK's Sites, retrieved 6 June
2013, <http://www.kidzone.ws/poetry/haiku.htm>.
DLTK 2013, ‘Worksheet’, KidZone Poetry, KidZone, 2013 DLTK's Sites, retrieved 6
June 2013, <http://www.kidzone.ws/poetry/haiku1.htm>.
Raphael, J 2001, ‘Zen and the art of performance making: Noh and nonnaturalism’, MASK, vol. 24, no. 1, Winter-Spring, pp. 24-8.
Teacher Activity
Introduction and questions
 Introduce Haiku Poems: using the
website, ask students to read through
and discuss the structure and nature
of Haiku poems.
 Japanese Themes: brainstorm
Japanese themes on the whiteboard
which will be helpful for writing the
Haiku poems.
Activity – Haiku Poems
 Haiku Worksheets – ask students to
complete the worksheets, writing their
own Haiku using the themes
brainstormed.
 Relate the structure to rhythm in
music: Ask students to clap out the
rhythm of their poem to check if they
have the 5-7-5 sequence
 Ask students to get into two circles,
the outside circle rotates so that
students can share their Haiku poems.
Activity – Performing Haiku Poems in
Drama
 Split class into groups of 3 or 4.
 Each group decides on a Haiku they
will use for a performance.
 Groups workshop a dramatic
presentation that communicates the
essence of the poem using some of the
following elements of Noh:
- Slow pace and pause
- Stillness and silence
- Chant or song
Student Activity
Students read and discuss the form of a
Haiku poem.
Students discuss and brainstorm Japanese
themes for the creation of their Haiku
poems.
Students complete the worksheets to
consolidate their knowledge and practice
writing a Haiku poem, making use of the
themes brainstormed earlier.
Students clap out the rhythm to check their
5-7-5 sequence
Time
10 mins
20 mins
Students read out loud their Haiku poem in
the circle.
Students get into groups.
Students decide which Haiku(s) to use in
performance
Students workshop a dramatic piece, using
the elements of Noh and soundscape
qualities as used in the music class.
20 mins
-
Percussion music/sound to
heighten dramatic elements
(give students at least 10 minutes to
do this)
 Students perform their pieces in front
of students. Introduce and use the
3,2,1 model to critique performances –
3 positive aspects, 2 questions and 1
critique/ recommendation for next
time.
(Raphael 2001, p. 28)
Conclusion / Reflection
 Ask students to write in their journal
reflecting on what elements they
chose to use in their performance.
They also reflect using 3-2-1 on one
of the other performances shown.
Students perform their pieces and give
some critiques using the 3-2-1 model.
Students clear room and reflect on their
own performance and one others - how
different elements used, how it made
them feel and what they liked the most
from the experience.
10 mins
Extension Ideas
 Students who finish one Haiku can write a series of Haiku’s on one theme eg. Autumn.
Assessment/Means of Evaluation and Method Used
Throughout the lesson I will gage student involvement through observation and willingness to be
part of the activities and discussion. The assessment for this lesson will be formative, and so will be
based on teacher observations and reflections. Students will also demonstrate their knowledge and
through their arts journal to be collected at the next lesson.