Abstract
In this study I analyzed the utterances of the teacher in art classes in relation with the professional experience of the teacher and attempt to clarify the structure and characteristics of the utterances. I compared the classes of two teachers with differing teaching backgrounds and suggest that the manner in which teachers' utterances are expressed or the feeling of the expression can be called "the third education language." I suggest that the linguistic context of the utterance is important. Furthermore, I discuss the possibility that the attitude of "permission" of the teacher in decision-making in the class is characteristic of art classes.
