The thesis is based on research, which was held in Bærum kommune, Norway in Autumn 2011, at four primary schools. The research question is: How do drawing and painting activities influence the communication between children with Norwegian background and children with immigrant background? Based on teachers experience, Case study at primary schools in Bærum kommune, Norway. The thesis discusses about communication between children with immigrant background and children with Norwegian back ground in primary school during the drawing and painting activities in Bærum kommune, thus communication are compared between in one another school during their drawing and painting activities. The result shows that children with immigrant background and children with Norwegian background are able to communicate during the drawing and painting activities. In many interactions with in verbal and nonverbal tools children communicating in their regular school setting. However what I mean about children with immigrant background in my study, who’s children’s family are from Asia, Africa, Middle-East ethnicity, may be some children are born in Norway but still parents are from others country or at list one parent form Arab, Asia or Africa or from Eastern Europe.For this study I choose as a site four primary schools and the method I use for collecting data that are interview and direct observation. From each school I have collected data from two teachers, In my research proposal I proposed that I will collect the data from one art and craft teacher and one general teacher from each school, total informants will be eight, But when I have been on the field to collect the data, I found that within four primary schools only in two primary schools have art and craft teacher for 2nd grade pupils and that the school # A and school # B. Then I did not reduced quantity of informants but I change the criteria. So I collected data from two art and craft teachers and 6 (six) general teachers from four primary schools. I chose two schools for observation within the four schools that was school #A and school # D. Here need to mentioned that the school # C, and school # D have not any special art and craft teacher for 2nd grade pupils. There for the general teachers are responsible to take art and craft class for 2nd grade pupils.I would explain that what I mean about drawing and painting activities in this study, The schools are in Bærum kommune , following as a subject “art and craft” based on their national education curriculum guide but in my study I will mention that drawing and painting activities instead of art and craft class.I divided my study in 8 chapters. Those chapters are: 1.Introduction 2.Country information 3. Communication 4.Theoritical framework 5.Methodology 6.Data Presentation 7.Discussion Drawing and Painting as a Tool for Communication and 8. Conclusion. All 8 chapters are divided in many sub-chapters to explain properly the study.During my study I have found that just school #A is serving atelier for the 2nd grade children and all other three schools in this study not have any special atelier room for 2nd grade children. So three schools of these four schools are using the same regular classroom for their children to take art and craft class,The four schools practice drawing in five days in their regular routine but one hour, once a week they have fixed drawing and painting activities, where children are free to express their selves and exercise better their creativity. Mostly children get idea or theme from teachers to create their drawing and painting but some times children are free to create their own fantasy. The all four schools use the idea like summer, winter, autumn season etc. Children do copy from popular paintings of master painters like, Vincent Van Gogh, Pablo Picasso, Henri Matisse, Claude Monet or Edvard Munch. Some times children go out to collect object from nature to draw and paint.The study shows that School # A is using the atelier room for children to take drawing and painting class which much more flexible environment and more free spaces for children to do draw and for the paint. All those four schools supply for the children drawing and painting materials like paper, canvas, colour, brushes, pen and pencil for their drawing and painting activities. The schools get funds for materials from the Bærum kommune the local municipality.The 2nd grade in these four schools is divided in two or three sections and in each section they have total amount children 20 to 23 but majority children background are Norsk. Minority group of children are from Asia, Africa Arab or East Europe. In each section in 2nd grade children with immigrant background are total 3-to 5.The children in 2nd grade are 7 years old, girl and boys are in same setting and mostly they sit one beside by another in the class. The interaction and communication between children with Norwegian background and children with immigrant background in 2nd grade, I found the data during my fieldwork that they have positive communication. If still there have some communication gape between them that because of lack of common mother language, lack of common culture and lack of common religion attitude. In my data presentation and discussion I have mentioned that more specifically.The case study data I have presented used Bronfenbrenner’s (1979) “ the Ecology of Human Development Theory” theory in micro, meso, exo and macro system, also I interpreted the data compared with one another school and the cross analysis method I have used for the final data analyzing. The study has discuses about communication between children with Norwegian back -ground and children with immigrant background during the drawing and painting activities based on teachers experience and direct observation by researcher at primary schools (2nd grade) in Bærum kommune, Norway.