This paper examines dialect as a rhetorical means of persuasion. A survey containing inquires about four different Swedish dialects have been handed out mainly in Södertörn University and Stockholm University, in order to research the values and connotations of theese dialects. The four chosen dialects are as following: Göteborgska, Stockholmska, Norrländska and Skånska. The results of the survey are processed and compiled to see which attitudes these values and connotations may indicate to each dialect. These attitudes and values are then discussed in correlation with five rhetorical theories: Attitude as a means of persuation, Ethos, Persona, Rhetorical Agency and Pierre Bourdieu’s theory of Field and Habitus. From this discussion, conclusions are drawn about whether dialect may be used as a means of persuasion. However, the values and attitudes presented from the survey represents only the survey participants, and cannot be regarded as a general opinion. Altough it is a small-scale survey, certain conclusions can be made. The author of this essay concludes that dialect may be used as a means of persuasion, based on the survey results and rhetorical theories presented above. Finally, a critical component for this rhetorical agent is the adjustment of the audience. Without knowing the audiences values and attitudes to the dialect, the outcome of the effect may be hard to predict.

Syftet med den här studien är att belysa hur humor används i musikklassrummet på estetiska programmet i gymnasiet. Förhoppningen är att bidra till en ökad medvetenhet och djupare förståelse för vilken roll humor spelar i samspelet mellan lärare och elever, hur det kan användas som retorisk resurs i musikundervisningen och diskutera vilken påverkan det har för elevernas förutsättningar för lärande. Metoden som använts är videoobservation och till studien filmades tre musiklektioner med tre olika lärare. Materialet analyserades sedan tematiskt utifrån ett diskurspsykologiskt angreppssätt. I resultatet framkommer att lärarnas humoranvändning skiftar mellan att ge positiva effekter så som avspänning och avdramatisering, till att fungera disciplinerande via ironisk feedback eller skämtsamma tillrättavisningar. Det framkommer även exempel på hur humor kan fungera som statussymbol och positionering i klassrummet, där skämtande används av elever som strategi för att inte att tappa ansiktet eller riskera att misslyckas. I diskussionen lyfts hur humor kan påverka förutsättningar för elevers lärande och vilka pedagogiska implikationer humoranvändning kan innebära. / The intention of this study is to examine how humor is used in the music classroom in the aesthetics program in high school. The ambition is to contribute to an increased awareness and deeper understanding of what role humor plays in the interaction between teachers and students, how it can be used as a rhetorical resource in music teaching and discuss what impact it has on the students' conditions for learning. The collection of data was made by video-based observation, where three music lessons with three different teachers was filmed and observed. These were transfixed and analyzed thematically based on discourse psychology theory approach. The result shows that the teachers’ use of humor shifts between providing positive effects such as relaxation and de-dramatization, to functioning as a discipline via ironic feedback or joking reprimands. There are also examples of how humor can function as a status symbol and work for student positioning in the classroom, where joking is used by students as a strategy not to risk failure. The discussion highlights how humor can affect the learning opportunities for students and what pedagogical implications the use of humor can entail.