This essay discusses aesthetic learning processes and reception as a method of reflection with emphasis on communication. The purpose is to examine the communication that is created in the convergence with the aesthetical learning processes and the product. In this essay the empirical data are based on two lessons in a fourth grade. The aesthetical learning processes have a two-fold function, not only as a means of teaching but also as a means of communicating the product itself to the observer. The pupils' communication was made evident through a conversation where they discussed their portrayals and learning processes during the reception. The observation and recording of these conversations were the basis of our qualitative empirical studies. During the conversation regarding aesthetical learning processes the pupils were given the opportunity to practice their communicative skills. In their own learning process they also developed their skills of cooperation and showing consideration towards each other.