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The article addresses communication in education and how it is affected by the myriad differences that make up "diversity" in U.S. schools of the 21st century. The authors present the Skilled Dialogue approach, describing it as a practical framework to help teachers access the richness of diverse perspectives, build connections, and preserve identity. They focus on strategies that promote respectful, reciprocal, and responsive interactions between and among educators, students, and families.

The article discusses the three levels of paradigm and program for the teaching of aesthetic dialogue to elementary students in the U.S. Aesthetic dialogue triggers an easy association of learning and structure to the other areas on the life of these students. It is argued that the focus on mere studio art experiences limits the possibility for a wider learning while dialogue on these experiences will support studio activities. These three levels include sensuousness and expression, description and analysis. Expression focuses on the forthright aesthetic responses to the content of an art object and then describing it in a formal and intellectual nature. Formal analysis is the highest level because it implies the significance and meaning as dependent on the other levels.