Montessori Flower Arranging

This spring, Classroom A has engaged in a classic Montessori practical life work - flower arranging. Working with flowers in a thoughtful way teaches young learners to care for their environment and appreciate the beauty of the natural world around them. Children are empowered to choose flowers independently and bring them into the classroom, providing a sense of ownership in the classroom. When children arrange their flowers in vases, they fill water pitchers at the sink, walk carefully with the water, pour it into vases, measure the flowers against the vases, and cut the stems to an appropriate size. This incorporates fine and gross motor skills and helps children develop their aesthetic sensibility. Classroom A has treated flower arranging as an interdisciplinary practice that extends to all curriculum areas. 

In the science area, the children learned the parts of a flower with a book making work, dissected flowers, and examined leaves under a microscope. The young learners also practiced nomenclature by naming and labeling the different varieties of flowers, such as carnation, tulip, and ranunculus. During group meetings, the children discussed what flowers need in order to survive and shared their prior knowledge about flowers and plants. Children shared, "Stems hold flowers up" and "Flowers drink water from the rain." 

 

In the art area, children have been watercoloring still lifes using our flower arrangements as the subject. One child exclaimed, "This is a still life, I'm drawing what I see!" Another popular art project involves painting flowers with watercolors and cutting them out. The finished flowers will be displayed on our window. Multi-step works like this teach children how to strategize, make a plan, and think in an organized way. This work was also extended to our studio classes. During art with Stina, each child found a spot in the Washington Market Park garden to draw, first using pencil and then adding color with oil pastels. Children created observational drawings of flowers, plants, and of course, the Freedom Tower! Using their flower knowledge, they identified and labeled daisies, tulips, and hyacinths. Repetition of experiences in a multitude of settings strengthens both confidence and ability. 

Much of this work also incorporates language skills such as vocabulary, writing and labeling, and comparing things that are similar and different. On our language shelf, children enjoy a survey work that asks What is your favorite flower? We see evidence that the children have learned many flower names when they ask their classmates if they prefer tulips, daisies, or orchids. These skills mesh well with mathematical thinking as much of this work involves sorting, grouping, and patterning. 

Children have also taken to a flower push pinning work. This work extends beyond the typical task of making perforating holes around the edge of an image to punch it out. Children are invited to glue the message to a card and to write an accompanying kind message before giving the card to a friend or a relative. Examples include chrysanthemum (I love you), English Ivy (you are my friend), and yellow crocus (you are funny). This work was inspired by the language of flowers. Popularized in the Victorian Era, floriography is the practice of using flowers to convey messages and sentiments.

During this study, children have continued to foster their love of nature, beauty, and curiosity. As the saying goes, spring has sprung in Class A.