The study's ambition is to illustrate the conditions of dialogue and interaction in an art pedago- gical practice, it’s significance for both the students’ learning and the art educators' attitudes to- wards the students. It includes interviews with two art educators about their experience of inte- raction and dialogue in their daily work. The method is hermeneutic-phenomenological and the material is limited to the respondents' statements. The study shows that the conditions for inte- raction, pluralism and dialogue are good. The dialogical teaching depends on the teachers' view of pedagogy the same, but also on the design of the learning environment in terms of sensitivity and respect. The respondents believe that a dialogical approach is a prerequisite for students' understanding and their possibilities to create meaning. They turn out to have a pragmatic and unproblematic attitude to the balance between traditional monological and dialogical pedagogy. This is also reflected in their relationship with the students, who, based on the circumstances, are alternately dominant and equal.