This graduation thesis deals with the exploration of new ways of expressing emotional experience during the analysis of a literary texts. New ways have been found in dramatic and psychological techniques. The paper is based on a study which investigated the opinions of 60 classroom teachers regarding this phase of a lesson using a semi-structured questionnaire, and which included lessons taught in two third and two fourth grades. The first part of the research provided data on the opinions of the teacher about the expression of emotional experience and the importance of this phase in further interpretation of the text. The analysis of obtained results shows that most teachers carry out the expression of emotional experience and consider it important for further interpretation of the text. Further, the results show that some teachers use different ways of expressing emotional experiences, while some say they do not have enough knowledge to introduce different ways of expressing emotional experience and would like to learn them. The practical part of the research, i.e. teaching, showed that students were very open to different ways of expressing their experiences, and that the dramatic and psychological techniques which were used were a good model for verbalizing their thoughts and feelings. The results of this research can be a model for finding more attractive and more effective ways of expressing the experience of literary texts.