Turning Haiku into Painting

Group Tabs

Overview

Unit Plan Overview

Visual Arts, English Language Arts

Concentration:

Artistic Process: Create

Grade:

Duration:

Two weeks

Download Turning Haiku into Painting | Perpich Arts Integration Project.pdf (483.28 KB)

Students determine the mood/feeling of a haiku, create a haiku that communicates a particular mood/feeling, and create an original, Jackson Pollock-inspired painting that expresses the mood/feeling of their haiku poem. They share their ideas and reflect on their learning through an artist statement.

School:

Plainview-Elgin-Millville Schools

Big Ideas

Big Ideas, Essential Questions, and Enduring Understandings

Big Idea(s):

Theme

Essential Question(s):

How do students express theme in poetry (Haiku) and art?

Enduring Understanding(s):

The student will understand:

How we can express ourselves through poetry and paining.
that poetry can be expressed through artwork.

Learning Goals

Learning Goals, Content Areas, and Benchmarks

Learning Goal	Content Area(s)	Standards and Benchmarks
The student will determine a theme of a Haiku poem from details such as mood, feeling, or character traits.	English Language Arts	Minnesota Academic Standards English Language Arts K-12 Reading Benchmarks: Literature K-5 Strand: Key Ideas and Details Anchor Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Benchmark: 4.1.2.2 Determine a theme of a story , drama or poem from details in the text; summarize the text. (Reasoning)
The student will write a haiku to communicate a selected mood / feeling using effective technique and descriptive details.	English Language Arts	Writing Benchmarks: K-5 Strand: Text, Types and Purposes Anchor Standard 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Benchmark: 4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Product/Performance)
The student will create a Jackson Pollock-inspired painting that communicates the same feeling /mood, or character trait as the haiku poem that they wrote.	Visual Arts	Minnesota Academic Standards-Arts K-12 Strand: Artistic Process: Create or Make Standard Create or make in a variety of contexts in the arts area using the artistic foundations. Benchmark: 4.1.3.5.2 Create original two- and three-dimensional artworks to express specific artistic ideas. (Product/Performance)
The student will describe how their painting reflects the feeling / mood, or character trait from their haiku in an artist statement.	Visual Arts	Minnesota Academic Standards-Arts K-12 Strand: Artistic Foundations Standard 3. Demonstrate understanding of the personal, social, cultural, and historical contexts that influence the arts areas. Benchmark: 4.1.3.5.2 Describe how visual art communicates meaning. (Reasoning)

Assessments

Assessment and Evaluative Criteria

Learning Goal	Assessment product(s) and Description	Evaluative Criteria
The student will determine a theme of a Haiku poem from details such as mood, feeling, or character traits.	The student will read haiku poetry and determine a theme from details such as mood, feeling, or character traits suggested in a poem using Determining Theme Tool.	Rubric for close reading
The student will write a haiku to communicate a selected mood / feeling using effective technique and descriptive details.	The student will create an original Haiku with a theme based on a feeling, mood, or a character trait using effective technique and descriptive details.	Rubric for Haiku
The student will create a Jackson Pollock-inspired painting that communicates the same feeling / mood, or character trait as the haiku poem that they wrote.	Each student will complete a planning tool for making choices on how the feeling/mood or character trait of their haiku could be communicated in their painting. An acrylic painting will be created based on: the planning tool, style of artist Jackson Pollock, and the use of at least two of the elements or principles. (Color, line, movement, repetition.)	Rubric for Painting
The student will describe how their painting reflects the feeling / mood, or character trait from their haiku in an artist statement.	The student will write an artist statement using a template to prompt reflections on their painting process, choices and connections to their Haiku’s feeling/mood, or character trait.	Rubric

Learning Plan

Authentic Process of Create

Imagine/Generate

The student will:

understand that haiku is a unique form of poetry created in Japan. Haiku consists of seventeen syllables written in three lines. The first line contains five syllables, the second line contains seven syllables, and the third line contains five syllables.
listen to the teacher read a Haiku by Issa. (also observe the Haiku written on chart paper as it is read)

The least of breezes
Blows and the dry sky is filled
With the voice of pines

discuss the following questions:

Does this haiku have the right number of syllables in each line? Clap out the syllables for each line.
Does it follow the 5-7-5 pattern?
Does this haiku make you think of any season?
What elements in nature are mentioned?
What does this haiku make you think about? What is the mood/feeling of the Haiku?

meet in a literature circle (4-5 students) and read/ discuss a teacher-selected haiku poem using the questions that were modeled with the Haiku by Issa.
Look at a Jackson Pollock painting with a group of peers. Complete a Response Sheet to determine the feeling or emotion suggested by the painting.

Plan/Prepare

Prewriting

The student will:

Brainstorm as a class a feeling/mood/or character trait that could be the theme for a Haiku.
choose a feeling/mood or character trait for their haiku. Use Emotional Word List for ideas.
use Haiku Starter to draft an original Haiku.

Explore/Incubate/Focus

Drafting/Sharing

The student will:

read draft of haiku to their literature circle.
Discuss the following questions to give feedback to the student author:

Does this haiku have the right number of syllables in each line? Clap out the syllables for each line.
Does it follow the 5-7-5 pattern?
Does this haiku make you think of any season?
What elements in nature are mentioned?
What does this haiku make you think about? What is the emotion/ mood/feeling of the Haiku? Use Emotional Word List in the interpretation of emotion/mood/feeling.

revise / refine their haiku based on the feedback from literature circle.

Develop/Make

Sharing/Responding/Revising

The student will:

create a final haiku poem based on a feeling or character trait chosen by the student.
link the emotion from his/her original haiku poem to elements and principles of art by completing a Planning Sheet for his/her painting.
create an original painting, in the style of Jackson Pollock, based on the same feeling or character trait as the haiku the student wrote.

Evaluate/Refine

The student will determine a title for his/her painting. (Title will be recorded on student’s’ Artist Statement.)

Present/Perform

The student will guide guests through an art exhibition of all the 4th graders’ poetry and artwork.

Reflect/Refine

The student will:

complete a fill-in-the-blank and short answer Artist Statement reflecting on the feeling or character trait he/she was communicating through an original haiku poem and how that feeling or character trait is evident in his/her original painting. Rubric
visit the Minneapolis Institute of Arts, exploring the work there by looking for evidence of the artist’s intent in various works of art. Students will complete at least four of the activities in the Explorer’s Guide.

Additional Resources

Planning Sheet for Painting.pdf

Jackson Pollock response sheet.pdf

Field Trip Guide for MIA.pdf

Student Work

Student Work Examples