This work explores the study of interaction through discourse as a means for analysing and understanding the process of teaching and learning music. Over the course of a didactic sequence, we assess classroom conversations dealing with the analysis of a music score constituted as the reference for the process of creating a joint music composition. The group is made up of a teacher and second-year elementary pupils (aged 9-10 years) at a music school. Eight categories of discourse are identified that help to understand the strategies used to construct shared musical meanings. This knowledge is important for practitioners when reflecting on the teaching-learning process. It is also useful for teacher training.