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The purpose of this dissertation is to explore vocational upper secondary students’ perceptions of and attitudes to using drama activities as a part of English language education. Data collection for this project was performed during a teaching practice period at a vocational school in the south of Sweden with the exception of interviews that took place afterwards.The participating students perceived the use of drama activities as something positive.Significant factors in the analysis were mainly the effects of role play, the importance of beneficial group dynamics and the influence of the school setting. A key point that emerges from this dissertation is the benefit of varying lessons and working towards reducing students’ anxiety to speak.

La présente étude a pour but d’examiner comment un groupe d’enseignants suédois travaille en pratique avec les activités dramatiques en classe de FLE. De plus, l’étude a l’objectif d’analyser les attitudes de ces enseignants concernant l’emploi de cette méthode de travail et les facteurs qui influencent leur choix d’activités pour développer la communication orale en classe de FLE. Après une analyse de notre corpus, qui comprend des interviews avec quatre enseignantes et douze réponses à une enquête, nous avons tiré la conclusion que les enseignants ont en général une attitude positive au sujet de l’emploi des pratiques théâtrales comme outil alternatif dans l’enseignement du FLE. De plus, ils sont conscients de tous les avantages que possède cette activité pédagogique. Cependant, ils n’utilisent pas toujours la notion de pratiques théâtrales dans le sens de simulacre ou d’imitation d’un état en vue d’entrainer à la fois la communication verbale et non-verbale comme il arrive dans la vie quotidienne, et comme nous l’avons décrit dans notre premier mémoire (Le théâtre éducatif dans l’enseignement du FLE, Mihart, 2016). / The aim of this study is to investigate how a group of Swedish teachers works with creative drama activities when teaching French as a foreign language. Also, the aim is to analyse the teachers’ attitudes towards the use of these activities, as well as the factors influencing their choice of activities in order to develop the pupils’ oral communication skills. After an analysis of the corpus, which includes interviews with four teachers and twelve responses to a survey, the conclusion is that, in general, teachers have a positive attitude towards the use of creative drama activities as an alternative method when teaching French as a foreign language. Moreover, they are aware of all the advantages that this pedagogical tool implies. Nevertheless, they do not always use the concept of creative drama in the sense of "simulacre", or imitation of real life events, which involves both verbal and non-verbal communication, as it has been described in the first paper, namely Le théâtre éducatif dans l’enseignement du FLE (Mihart, 2016).

This thesis is dedicated to the possibilities of using elements of drama education while working with persons with a mild intellectual disability. The theoretical part begins with characteristics of intellectual disability, with a specific focus on psychic processes and personality structure of individuals with a light degree of intellectual disability. Besides containing pedagogical-psychological groundwork, which clarifies the essence and meaning of drama activities in the educational processes of persons with impaired intellectual abilities, the text introduces principles of indirect drama-educational work and performance of drama activities. It also describes some methods and techniques of drama education, which reflect the potential and abilities of individuals with intellectual disabilities. The practical part includes a proposal for a project based on literary sources, and mainly oriented at the personality and social development of the target group.

Author's fairy tale with a musical theme as a means to improve cooperation and kindergarten is the main aim of the thesis. The musical development of the child until the end of the preschool age and its subsequent response opens the theoretical part, musical ability - characteristics, creativity, integration of musical abilities, integrative design, and creative dramatics conclude the theoretical part, which will be followed by a practical part. The practical part will consist of architectural scenario where a subsequent analysis of the Copyright scenarios, questionnaires, interviews and observations will serve as a result of the thesis.