Over the last two decades, art teachers and museum educators have increasingly embraced group dialogue to help students make meaning from works of art. To an outside observer, most dialogues about art could appear to be the same. Nevertheless, careful analysis reveals that the spirit and dynamics can differ greatly from one dialogue to the next. In this article, the author will distinguish between two kinds of group dialogue about art: "predetermined dialogue" and "interpretive dialogue." She will argue that these two forms are associated with different approaches to education: predetermined dialogue is aligned with "objectivism" and interpretive dialogue with "constructivism." Moreover, she will posit that the second kind, interpretive dialogue, can be of two sorts: (a) "thematic"; and (b) "open." (Contains 2 endnotes.)