The main purpose 0 f this study was to analyze t he verbal and non-verbal student-teacherrninteraction of art education classes in six second cycle primary schools in Addis Ababa. Twornnon-govemmental and four govenunental second cycle primary schools were selected forrnthe study using random sampling teclmiques.rnMultiple data collecting instruments were used for the study. Flanders interaction analysisrntechnique was used to collect a nd analyze t he verbal behaviours of students and teachersrnrecorded in the VTR and Questionnaires were also used to explore the classroom interactionrnin depth. The non-verbal data from the VTR was interpreted and analyzed using modified attaskrntechnique.rnThe findings indicate that, on average teachers consumed about 65% of the class time forrntalk, while students used only about 18%. Art teachers were found using direct influencesrnin teaching. Art classes were characterized by low teacher use of questions i.e. about 16%rnwhile the norm is 26%. The teachers' tendency to react to the ideas and feelings of pupilsrnand students self introduced ideas were low. Percentage of si lence or confusion in mostrnclassrooms was found to be in agreement with Flanders n0l111ative expectations. Basedrnon the findings and conclusions, to reduce the existing low student-teacher interaction ofrnart education classes, the following solutions are recommended. Student-teacherrninteraction Should be given due emphasis in the pre-service and in-service programmes.rnActivities like exhibiting pupils' art works within classroom and in the school should bernpracticed. Moreover, students should often be given the opportunity to go on excursionsrnto museums and at1 galleries