Haiku Poems – Implicit
Themes
The
Haiku is a short poem based on simplicity that uses sensory language to capture
natural images. The Haiku is created around an implicit theme. It is made up of
seventeen syllables spread over a platform of three lines. The first line has
five syllables, the second line has seven syllables, and the third line has
five syllables. When creating the Haiku, poets draw inspiration from the
elements of nature, a moment of beauty or poignant experience. These elements
truly define the Haiku. The simplistic nature of the Haiku requires that no
capital letters or topics be assigned to its content.
Japanese
are credited for creating the Haiku previously called the Kokku. The name was
changed by the Japanese poet, Masaoka Shiki. The English Haiku was developed
from that of the Japanese. Here are some Haiku poems for you to read, enjoy,
study the structure and get your students to write their own Haiku poems:
1. assertive
dinning
chicken
in hot pepper Sauce
asparagus
and split-peas
mixed
vegetables
on
plates left, right and center
swim
in mushroom sauce
vegetable
stew
no
knives and forks cutlery
just
fine China ware
January
2011 Form – Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
2. don’t
like it one bit
starchy
maggots in my face
crooked
grains of rice
January 2007 Form – single Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
see
the beauty around you
gift
nature gives
that
scenic picture
it’s
nature’s watering pool
for
tourists and me
that
blue crystal sea
is
close to my cottage door
and
the ebbing tide
January 2003 Form –Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
4. Oh
Rose of Sharon
your home is found everywhere
bringing
joy to all
January 2003 Form – Single Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
5. open
your eyes now
see
the beauty around you
the
gift nature gives
puzzle
mind wanders
star
lights shine amid the green
fragrant
candles bloom
behold
the vista
showcase
of countless beauty
sky
and earth below
January 2003 Form -Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
6. receiving
arm cheers
trunk-less
trees stalk and then creep
where
harvest grains flow
January 2007 Form - Single Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
7. smiles
spring from faces
multifarious
colors fall
leaves
a pretty mess
September 2006) Form
- Single Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
that’s
nature’s watering pool
for
tourists and me
November 2001 Form - Single Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
9. so
the Mayflower
blooms
not in Royal bouquet
snub
in Plymouth see
pilgrims
ditched the Brits
in
Plymouth Sound Mayflower
roots
in Cape Cod Bay
tea
party express
reads
US the Constitution
holds
sway Union Jack
April 2011 Form - Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
10. sunset
on the green
pretty
leaves fall on the eyes
bush
strokes paint designs
the
falling rainbow
leaves
blazing hue on the trees
deciduously
nature
recycles
to
the ground falls Joseph’s coat
magnificently
November 2006 Form - Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
11. the
earth still rumbles
joy,
hate and blood exploding
greeted
Baby Doc
debris
all around
foreign
ovens bake its dough
to
feed starving throng
its
mid-harvest there
and
its cherry picking time
Doc
whispers Papa Doc
much
green-backs on ground
go
weep there now Duvalier
love
and hate confound
agenda
not clear
what
should I do Papa Doc
go
replant my roots
reconstruction,
oui
donations
piling sky high
papa
still loves you
January 2011 Form - Double-Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
12. the
quest is over
in
peace the silent heart beats
on
for-get-me-not
May 2006 Form – Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
13. they
have reached their quest
and
now they must rest in peace
cenotaph
stands tall
November 2004 Form - Single Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
14. vesper
mist rises
with
its cascading beauty
dusk
blankets the land
chorus
of insects
sing
their operatic songs
the
world’s lullaby
May 2006 Form - Double Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
15. with
a floral stance
silently
I bow my head
for
insects I prey
the
insectivore
stilt-walks
the entire land
preys
before each meal
on
grasses and flowers
these
spiny-forelegs must rest
stalking
and preying
January 2003 Form -Triple Haiku
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
Senryu Poems – Implicit
Themes
The Senryu is named after the
Japanese poet, Karai Senryu. This type of poem is similar to the Haiku in these
important ways:
It is a
short poem that uses sensory language to capture human conditions. These images
are created around an implicit theme just like what the Haiku does. Also its
structure is similar to the Haiku in that it is made up of seventeen syllables
spread over a platform of three lines. The first line has five syllables, the
second line has seven syllables, and the third line has five syllables. It requires
that no capital letters or topics be assigned to its content.
The
Senryu separates itself from the Haiku in this important way; the Haiku deals
with the elements of nature whereas, the Senryu deals with human condition. Here
are some Senryu poems shown below for you to read, enjoy, study the structure
and get your students to write their own Haiku poems.
1. dancing
beaver takes
two
steps backwards and trembles
standing
for your vote
November 2006 Form – Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
2. my
thoughts are riches
the
mint of my memory
poverty
dwells not
February 2007 Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
to
fall and to rise again
clad
in robes of spring
July 2004 Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
swims
deep to harvest all sorts
in
the sands of time
March 2006 Form
– Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
5. the
tribe of Maori
marooned
for days on shoreline
watching
the seabed
July 2004 Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
6. people
out gamin
like
grasshoppers on cane-blades
in
stridulant prance
breeze
in shack-shack trees
on
the Spring Garden highway
bodies
gyrating
folks
in Oistin town
like
the noisy honey bees
while
fish churn in waves
July 2003 Form -
Triple-senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
7. the
world is my muse
fodder
energizing train
reservoir
of thoughts
August 2006 Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
8. those
darts cannot dent
the
breastplate of the faithful
the
rock of ages
March 2006
Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
9. fiery
tongues ablaze
stroke
hidden wild winds that blow
grape
vines on trellis
August 2006
Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
10. give
this thing a name
eating
the whole stake that’s who
dog
looking at you
February 2007 Form - Senryu
In your
opinion, what idea you think the poet is projecting to the reader?
Base on
your answer to the first question, what is the implicit theme in this poem?
Cinquain – Explicit Themes
The Cinquain is derived from the
old French word cinq meaning five and
the Latin root word quin meaning five.
The name of the female poet who is responsible for creating the Cinquain is
Adelaide Crapsey. She based the designed of the Cinquain on the Japanese Haiku.
The Cinquain poems thrive on a strict structure and intense physical imagery to
communicate a mood or feeling where explicit thoughts are the hall-mark. Therefore
readers of her Cinquain poems have only to combine the topic with
the last line of the Cinquain as a complete sentence and there the explicit
theme is revealed. No need to search for hidden thoughts as is the case with
the Haiku and the Senryu poems. Each Crapsey Cinquain poem is non-rhyming and
with a topic consisting of five lines made up of syllables that follow this
pattern as shown below:
Line 1 ...... 2 syllables Line
3 ...... 6 syllables Line 5 ...... 2 syllables
Line 2 ...... 4 syllables Line
4 ...... 8 syllables
Two examples of Cinquain poems
written by Adelaide Crapsey are shown in Table below. Of course, modern Cinquain poems have
undergone many modifications even though they retain the five-line threshold as
shown in Table below.
Original Cinquain Poems
|
|||
Examples
|
Structure
|
Cinquain
|
Structure
|
The Warning
Just
now
Out
of the strange
Still
dusk ...as strange , as still
A
white moth flew...Why am I grown
So
cold?
(written by
Adelaide Crapsey)
Topic:
The Warning
Explicit
Theme:
So
cold is the warning.
|
2
syllables
4
syllables
6
syllables
8
syllables
2
syllables
|
Niagara
How frail
Above the bulk
Of crashing water hangs,
Autumnal, evanescent, wan,
The moon.
(written by
Adelaide Crapsey)
Title:
Niagara
Explicit
Theme:
The moon above Niagara.
|
2 syllables
4 syllables
6 syllables
8 syllables
2 syllables
|
Poet Adelaide T.Crapsey was born on September
9, 1878 in Brooklyn, New York. She died on October 8, 1914. Adelaide was the
daughter of Episcopal priest Algernon Sidney Crapsey. Her father was
transferred from New York City to Rochester and Adelaide moved with him.
Ever since the appearance of the
Crapsey brand of Cinquain took the poetic world by storm, modern poets have
shown other arrangements to the Cinquain while maintaining the five line
arrangement and the intense physical imagery to communicate a mood or feeling. These changes are seen in the arrangement not
by syllable and stresses but by a word (Noun) and a Cinquain whose purpose is
to send a message (the Didactic Cinquain). The structure of these post Crapsey
Cinquain poems are portrayed in Table below.
Modified Cinquain
|
||
Didactic Cinquain
|
Structure
|
|
Topic
Line 1
Line 2
Line 3
Line 4
Line 5
|
Police Wives
Spouse
Resourceful charitable
Chat work shop
Caring creative delightful sympathetic
Partner
|
One
Word (subject)
Two
adjectives describing the subject
Three
verbs related to the subject
Four
words describing feelings related to subject
Single word synonym or other
reference for the subject
|
Non-Didactic Cinquain
(Version One)
|
||
Topic
Line 1
Line 2
Line 3
Line 4
Line 5
|
Domesticated
Animals
Dog
Cute
white
Barking
eating sleeping
Barked
at monkeys climbing mango tree.
Hound
|
A
Noun
Two
adjectives describing the noun
Three
gerunds related to the noun
A
sentence that relates to the noun *
Another word for the noun
|
Non-Didactic
Cinquain
(Version Two)
|
||
Topic
Line 1
Line 2
Line 3
Line 4
Line 5
|
Domesticated
Animals
Dog
Cute
white
Barking
eating sleeping
At
monkeys
Hound
|
A
Noun
Two
adjectives describing the noun
Three
gerunds related to the noun
A
phase that relates to the noun *
Another word for the noun
|
The following Cinquain poems include
the style put forward by Adelaide Crapsey as well as the modified Cinquain
styles:
The Cloudburst
Deluge
Sudden
heavy
Raining
flooding rescuing
Downpour
brought havoc on survivors
Flood
(August 2014)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Kadooment
People
Masquerading
In colourful costumes
Peacocks dance to calypso songs
Merry
(July 2003)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Poets at Work
Metre
Verses and
lines
On
horizontal plane
Eyes on
imagery lips on beats
Rhythm
(January 2003)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Beauty in Nature
Red
rose
Across
hybrid globe
Nursery
gardens vase
Botany
ornamental plants
Flowers
(February 2006/Ohio, USA)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Religion
Passion
Crucifixion
Son of the
living God
Jesus
Christ’gift of atonement
Redeem
(August 20014)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Police Wives
Spouse
Resourceful charitable
Chat work shop
Caring, creative, delightful,
sympathetic
Partner
(April 1, 2009)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Orbit of Earth around the Sun
Summer
Warmest happiness
Reap sunbathe hike
Energetic optimistic roses air-condition
Heat
(August 2014)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
Matrimony
Nuptials
Fabulous
beautiful
Kissing announcing
attending
Shower
with love
Marriage
(August
2014)
This
Cinquain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is
the Explicit Theme in this poem? .........................................................................................
The Birth of Jesus Christ
Christmas
comes once a year
all Christians everywhere
celebrate Nativity at
Christmas
such a Christian
festival with good cheer
brings the dawn of a New Year at
Christmas
and good deeds flow
from humanity’s soul
we worship baby Jesus at
Christmas
gorgeous colors
and lots of jingle bells
singing carols old and new at
Christmas
wishing this cheer
sticks like glue to all hearts
and stays in place all the year for
Christmas
to nurture folks
that are sick and lonely
keep the love of Jesus beyond
Christmas
and Christmas Eve
when busy crowds subside
the malls become deserted at
Christmas
Turkeys' necks cut
so are chickens and ducks
wishing the fowl play would stop at
Christmas
those birds must cluck
under the mistletoe
with vocal chords to say Merry
Christmas
is in the air
with lots of laughter too
presents all wrapped with pretty bows at
Christmas
now sit beneath
the lighted Christmas tree
with small ornaments that dance at
Christmas
jolly Santa
sitting in crowded malls
with kids laughing Oh! Ho! Merry
Christmas
trees shine brightly
to help us find our way
and in the air the church bells ring
Christmas
season is here
along with midnight mass
we hear voices in choirs at
Christmas
sweet soprano
blends the bass and tenor
to families and neighbors at
Christmas
rich and poor mix
in unison they sing
streaming carols and music at
Christmas
(April 2010)
This
Cinquain Chain is arranged
by....................................................................................
What is
the Title of this poem? ..............................................................................................
What is the Explicit Theme in this poem?
.........................................................................................
Notes
Implicit themes are
used in Haiku and Senryu and for good reasons. Here are some suggestions for students
to following when searching for the poem’s implicit theme. Students must have
an understanding of what the words “implicit” and “theme” mean. Let students
read this Haiku as shown below and from it extract its implicit theme:
assertive dinning
chicken in hot pepper sauce
asparagus and split-peas
mixed vegetables
on plates left, right and center
swim in mushroom sauce
vegetable stew
no knives and forks cutlery
just fine china ware
February 2007 Form – Triple Haiku
In responding to the
question, students should:
Formulate a definition
for implicit theme.
Provide reasons as to why
poets would use implicit themes in some of their poems.
Identify specific questions
that must be addressed in order to find out what the poet is asking the reader
to think about in poem.
State how the reader
extracts from the poem its idea and implicit theme.
Discuss the proper way
to write an implicit theme extracted from a poem.
During group’s
presentation, expect students’ responses to zero on aspects which bring to bear that:-
The Haiku and Senryu poem
rely on implicit themes couched in words spoken with brevity and simplicity to
convey the message. Poets use implicit themes to draw readers into their
thoughts. A implicit theme is a poet‘s thought understood though not clearly or
directly expressed in the poem. This requires reading the poem with a critical
eye to find answers to the first question; “What idea does the poet what the
reader to think about in the poem? Bearing in mind that idea
is synonymous with topic, subject, thought or concept. The poem is read again and an answer is found – “The poet wants
readers to think about “Tolerance” the idea. The next question is asked, “What
does the poet want the reader to consider in the idea of “Tolerance”? The poet
wants the reader to consider that “Tolerance is the acceptance of the differing
views of others". The implicit theme is taken from the perceived
notion of what the poet wants readers to consider; and in this scenario the
poet wants readers to understand that “Tolerance is about acceptance” and it is
from this statement that the implicit theme is extracted and is always shown as
a complete sentence and with at least one subject, so in this case the implicit
theme is any one of these - “Tolerance accepts diversity”, “Tolerance accepts
social inclusiveness” or “Tolerance accepts discrepancy”.
assertive dinning
chicken in hot pepper
sauce
asparagus and
split-peas
mixed vegetables
on plates left,
right and center
swim in mushroom sauce
vegetable stew
no knives and forks
cutlery
just fine china ware
February 2007 Form – Triple Haiku
Analysis of this Haiku
revealed the following:
The Idea the poet wants
readers to consider is – Tolerance
What’s the poet wants readers
is that – Tolerance is the acceptance of the differing views of others.
Implicit Theme - Tolerance
accepts diversity
Any answer the group
gives is acceptable; so long it is substantiated by the interpretation of the
poem’s imagery.
The explicit theme is the backbone of Cinquain poems,
whereas the implicit theme is the hallmark of both the Haiku and Senryu poems. During
classroom discussion with your students they get to know that poetry is crafted
in many forms or styles. They are lead to understand the meaning and purpose for the diversity. This understanding allows them to select
the form or style for the particular purpose in mind. They will realize that
Language is the spoken or written words; Poetry is part of English Literature
and that Literature in the form of poetry is emotional in content whereas, English
Language is not. As a teacher you will find the ease which comes from preparing
lessons that integrate concepts in English Language with concepts in Poetry.
Students will get to see how Poetry turns Language Arts concepts in a
delightful tail-spin as seem in examples shown in Table below. Students will get to
appreciate the beauty of communication effectively in the English Language as
well as in Poetry.
Where They
Converge – Where they Depart
|
||
Poetry
Syllabus
(Excerpt)
|
English Language Syllabus
(Excerpt)
|
|
Haiku
Senryu
Cinquain
|
Use of syllables
Punctuaton not
used
Capital letters
not used
Implicit themes
used
Line formatting
specified
Use of syllables
Punctuaton not
used
Capital letters
not used
Use Title or
Topic
Explicit Theme
used
Line formatting
specified
Verbs, complete
sentence, Synonym, adjectives, phrase, nouns
|
Word Choice, Grammar,
Punctuation, Paragraphing
Adjustment of grammatical form
appropriate to audience, context, sentence functions, sentence
types (simple or compound) punctuation,
paragraphing
Understand information
presented directly in language to be taken literally
Select relevant information
from titles, introductions, topic
sentences, illustrations
Interpreting information
presented indirectly
Identifying stated or implied
time sequence
Drawing valid conclusions and
inferences from information presented
Recognise cause-effect
relationships
Identify structure seen through
sequence of topics of individual paragraphs
Recognize Denotative meaning
and Connotative meaning
Identify passages in Expository
passages and Literary passages and their purpose
|
.
In exposing students to the study of poetry for the
first time, teachers tend to introduce Grade 6 (11-12 years) students to the
Haiku, Senryu and the Cinquain; in so many ways they are very good places to
start; for they reinforce Language Arts skills as appropriate.
It is always a good thing to let students do their
own research on a topic with teacher guidance. In their research on Cinquain
you expect students to address the following matters:
The name of the person who invented the Cinquain and
students should construct a profile on this poet so identified.
Discuss the Cinquain structure put forward by its
inventor
Identify two other Cinquain styles that emerged out
of the original Cinquain and discuss the structure of these two styles.
Get students to apply basic Math in
finding the number of syllables in a word. Supply your students with Table shown below as
a handout.
|
Apply Basic Mathematics
to
Finding the Number of Syllables in a Word
|
|
|
1
2
3
|
Count the vowels in the word
Subtract any silent vowels, (like
the silent “e” at the end of a word or the second vowel when two vowels are
together in a syllable)
Subtract
one vowel from every diphthong, (diphthongs only count as one vowel sound.) The number of vowels sounds left is the
same as the number of syllables. The number of syllables that you hear
when you pronounce a word is the same as the number of vowels sounds
heard. For example:
The
word "came" has 2 vowels, but the "e" is silent, leaving
one vowel sound and one syllable.
The
word "outside" has 4 vowels, but the "e" is silent and the
"ou" is a diphthong
which counts as only one sound, so this word has only two vowels sounds and therefore, two syllables.
|
Suggested Assignments for
Students
Students read all the
poems in this post and fill in the blank lines at the bottom of each poem for
teacher assessment.
Students write their own
Haiku, Senryu and Cinquain poems and share with their colleagues who critic
whether the poems meet guidelines for their structure.
Students start
preparing their own portfolio of poems with comments on them for teacher
assessment.
(Thank You for reading this post)
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