The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.