What do students say when looking at a piece of art? What role does the language play in the interactions between the students, the art piece and the teacher? What role can the teacher play to the smallest details to get verbal interactions when dealing with very young students? The article analyzes verbal exchanges from 4-to-6-year-old children watching a movie and using their knowledge learned from a year-long project on medieval bestiary. It shows a voluntarily- intereducational approach, assuming that the knowledge learned in that situation can only be readable from the perspective of two disciplines, not only at a superficial level - language objectives and cultural ones just trying to co-exist - but also at a more substantial level: learning something about art would necessarily mean talking about art.