Once the hullabaloo has quieted down, I pinpoint references to the attributes of the flower and point out which senses are being use. "Oh, your eyes tell you it's a flower because you see petals." or "Your nose can smell its fragrance which tells you it is a flower." and so on. After this, we ask the children if they would like to draw a flower for us. Most often they will and almost always, every single flower they draw is a traditional children's drawing of a flower, the kind that someone, somewhere, "taught" them how to draw.
But, not all flowers look the same, Not all flowers feel the same. Not all flowers smell the same, so how do we share this information with the children? We explore ALL the flowers! Everyday we showcase a different kind of flower and we do a show and tell. Passing out the flowers to the children we ask them what they can tell us about the flower they are holding. Before this, however, we demonstrate, from the very first day of school, how we use our senses to put information into our brains. We use descriptive words to describe objects, textures, foods, etc. and we always support each child's view of what they are describing, whether it is "correct" or not.
With each flower that is introduced, we set up a still life study and invite the children to draw, paint, craft, create what they see, and we mix up the materials and invitations for each flower. Here, for this rose study, we have offered oil pastels, liquid watercolors, pencils, pens, and colored pencils in the the color palette of the roses. If a rose is created, hooray! If a car is created, hooray! If an abstract painting is created, hooray! It's all wonder FULL.