The first of a series of 3 films exploring the work and life of C J Dennis and his contribution to Australia's literary heritage. Featuring original manuscripts and artefacts from the State Library of NSW, the film has been written and narrated by well know poet and author Libby Hathorn for use in primary and secondary schools.
- Narrative: poetry
Background notes for teachers
Students are learning:
- To think in ways that are imaginative, creative, interpretive and critical
Students will be successful when they can:
- Recognise how writing styles and language have changed over time
- Learn and recite part of a C.J Dennis poem
- Create a poem in the style of C.J Dennis
C.J Dennis was born Clarence Michael James Stanislaus Dennis in South Australia on 7th September, 1876 and died in 1938. During his time at Gladstone Primary School, C.J Dennis edited all three issues of the Weary Weekly. He also contributed to Interesting Scraps while a student at Christian Brother's College, Adelaide.
Alongside Banjo Paterson and Henry Lawson, C.J Dennis is often considered among Australia's three most famous poets and is known for his humorous poems. He was inspired by the landscape in country South Australia when he wrote about the tough, laconic people of the Australian bush. Over the years, C.J Dennis had over 4000 pieces of prose and poetry published and by 1917 had become the richest poet in Australia.
Some of his most well-known works include The Songs of the Sentimental Bloke, The Glugs of Gosh, The Triantiwontigongolope and Hist! The Sentimental Bloke was a massive success due to the wide appeal of its sentiment and humour and its simple love story. It is this poem which helped to build C.J Dennis's reputation as a poet.
NSW Syllabus for the Australian Curriculum: English K-10
- EN2-REFLU-01 sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning.
- EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
- EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
- Explain how prosodic reading involves emphasis, expression, intonation and pausing
- Adjust voice, tone, volume and pitch reflected by the punctuation in a text, to enhance reading fluency and support comprehension
- Recognise that there are different purposes and audiences for reading and adjust reading rate to suit a text’s purpose
- Plan and deliver spoken presentations using language and structure to suit purpose and audience
- Adjust volume, pace and intonation to enhance meaning when presenting and reciting
- Identify figurative language in literature and how it can influence meaning, and experiment with figurative language when creating texts
- Describe how words, sounds, images, logos and colour contribute to meaning in literature
- Identify and discuss the purpose of a text, and its intended audience, mode and medium
- Understand how context informs the setting within a text, and experiment with setting for different contexts when creating texts
Content and Text Requirements
In each year of Stage 2, students must study examples of:
- spoken texts
- print texts
Students in K-6 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities.
Across the stage, the selection must give students experiences of:
- Texts which are widely regarded as quality literature
- Widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
- Wide range of literary texts, including poetry, drama scripts, prose fiction and picture books
Learning across the curriculum
- Civics and citizenship