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Sijo & Minhwa

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Guadalupe Moreno
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Sijo & Minhwa

Grade: 9th-12th

Subject/Content: Art – Sijo & Minhwa

Time length of Lesson: 1 week

Learning Objectives: Students will be able to create a Sijo: Korean poem, correlating it to themselves based on a memory, cultural, political, or social format. For a challenge Students can be able to translate the English version of Sijo into the Korean format. Students will design a Minhwa painting connecting to the Sijo created. 

Materials Needed:

Teacher materials: Color Pencils, Paint, Paint Brushes, Water cups, Paper towels, 9x12” white paper, newsprint, light tables, stencils, drawing pencils, Sijo template, PowerPoint on Sijo and Koran Vowels/Consonant 

Student materials: Sketchbooks, pencils, eraser


National Standards:

CR 2 Advanced: Plan the making of multiple works of art and design on a theme, idea, or concept. 

CA Standards:

VA 2.0 Creative Expression: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

VA 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

VA 2.4 Review and refine observational drawing skills

Common Core English Standards:

E: L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

E: L.4.3a. Choose words and phrases to convey ideas precisely.

Part 1 A.1 – Collaborative: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics (Expanding & Bridging, 9-12)

Part 1 B.5 -Interpretive: Listening actively to spoken English in a range of social and academic contexts (Expanding & Bridging, 9-12)

Part 1 B.6a-b -Interpretive: Explain ideas and phenomena, processes, and text relationships within and across text (Expanding & Bridging, 9-12)


- Students will be receiving various amounts of informal assessments such as exit tickets, warm-ups, and one-on-one conversations ensuring active listening and note taking.

- Steps in between each process such as practice sijo, sketch of drawing will be assessed allowing grade point averages to rise.

- Completions of the sijo and drawing will be considered one of the formal assessment based on a rubric for each section; ex – sijo will have on rubric and drawing will have its own rubric and expectations. 

- Presentation and critique will be last form of assessment where students will use their knowledge of academic/unit based language and activity to give positive criticism. 

- A test/quiz maybe administrator




Syllable Count










Lesson 1

Day 1 ( 60 minute sessions - 2 times/week)

(5 Min)

-Introduction of objectives

(15 Min) 

- PowerPoint giving background on Sijo; Korean Poetry form and how it can be connected to them. Correlate it to present day social media, social issues, personal and cultural relations. Emphasize on the fact that Sijo is only a three-line verse, encouraging more students to participate. Promoting Sejong Writing Competition. 


(40 Min) 

- Clarify and explain the writing format of the poem. 

- Present students with Sijo worksheet to simplify format: students will have a practice Sijo before starting official poem.

- Students will start writing poem ( for those with language barriers they may write it in their home language and practice translating it into English for homework)


Lesson 2

Day 2 ( 60 minute sessions - 2 times/week)

- Students will be introduced to the Korean Folk Art Minhwa. Powerpoint of background history and meaning of Minhwa will be presented.Examples will be provided. 

- Using poem students will create an minhwa painting that will be used as a visual representation of the poem. Open to interpretation: ex- flowers, sky, person, etc (students with difficulties may print images and trace them).

- Maybe be completed with medium of choice such as color pencils, or paint.


Day 3 ( 60 minute sessions - 2 times/week)

Students will present Sijo and painting to class. Once all have completed the presentation, a critique will start (if a large class pick a handful to critique- presentation allowed all artwork to be seen). Students will engage in a positive critique with useful commentary while incorporating academic and unit based language/vocabulary.