The aim of this paper is to present dramatic work to students and encourage the creation of real and fantastic action. Games and stories play an important role in children's lives, and they are a useful and interesting tool in the classroom. Using them, children meet the real world around them in a simple and interesting way and the fantastic world where the imagination has no end. A world in which what is beyond reality is fantastic and where everything is created by imagination, that is, by reversing the basic rules of our perception of reality. This twist is part of reality and therefore fiction depends on reality and its perception. Drama work in the classroom provides children with freedom of self-expression and creativity, encourages the development of imagination and allows students to identify with characters from their close reality or leads them to different fantasy worlds where anything is possible. This paper explains the concepts of drama, education, drama education, drama work in the classroom, real and fantastic in art and children's literature. In addition to the theoretical presentation, an example of conducted workshops with a detailed description of dramatic activities is given. Through drama workshops, she wanted to examine the preference of lower primary school students for real and fantastic worlds in drama work. An analysis of the workshops is presented, which shows how students, with all the freedom of joint activities, equally create a plot of a real and fantastic world, and how their intertwining in the plot is interesting and fun. Real actions are mostly motivated by the current situation and retelling of experienced events, while fantastic motives are stimulated by films, games and literary works and in most cases are the initiators of the action and plot or appear as a solution to real obstacles. Equally "immersion" in the dramatic world of reality and fantasy shows that there is no rule in choosing the same motives in the upgrade of the plot. The students showed how united and interested they are in creating the action, and how process drama and dramatic techniques encourage active and joint participation of students in creativity.