I found three old hollow doors discarded on the side of the road recently. I patched a few holes and covered the surface with white primer. It was then propped in the studio ready to begin. We used the projector to translate some of the found leaves onto the door in a random pattern. Students then began tracing these leaves with pencil.
I black lined each of the leaves and the next day we began painting the leaves with Creatix acrylic paint (the paint Tony will be using). 
Next, the background was filled in primarily by this student who had an interest in preserving the leaf shapes that were disappearing beneath enthusiastic layers of paint.
The next class applied paint in a random pattern using a dry brush technique. 
Finally, a few of our older students finished the mural applying a black outline around each leaf.
This process continued to interest the students and several children continued projecting leaves, drawing them, then adding paint and a black outline.
We have already begun plans for another mural on the opposite side of the door and will have that available next week for continued exploration.
We had a great response from our brown-bag invitation to explore autumn's splendor. Soon the studio was overflowing with a gorgeous array of color, moldering scents and crunching leaves. We spent several days organizing our loot into several categories determined by students. Some of them included: color, 
I have been talking to the students 
Most of the students decided to draw their finished compositions, before replacing them in their defined basket or tray.
The toddlers also explored leaf compositions indirectly, on the light table. They were equally interested in the process of 
Watching toddlers in their classroom environment quickly illustrates the developmental importance of sensorial experiences. Their interest is captivated by the sound of a cup against the surface of a table, the feel of water, the taste of the graham crackers and strawberries served for snack. Their explorations often begin with a full body approach. With this in mind and a brief consult with the toddler teachers we decided to bring the leaves to the children in the form of an excercise in sensory exploration.
We set out two large plastic tubs. One full of leaves, dried corn and acorns, while the other tub was left empty. The students transfered the leaves between the tubs, watched the leaves twirl to the floor, listened to the rustling sounds of leaves and corn husks, smelled the aromas of autumn and foliage.
After bringing in overflowing baskets of fall inspirations, we began our inquiry into the great changes taking place in our surroundings.
When we approach a new topic we start with a question, many of them beginning with: "I wonder...", "Have you noticed...". We pursue the child's learning with additional questions, like, "Why do you think that happened?" or "What might happen next?". The teacher, as participant, researcher and observer, records each answer.
Some students traced the leaves while others made free handed representations.
This child created an elaborate piece, carefully placing each leaf on the page after removing it from its stem and tracing around its curving form.
As the children worked together, conversation ebbed and flowed, during this process several possible ideas emerged for a project. One centered around creating a tree for the school, with real leaves falling to the ground. Another idea involved pressing leaves into sand or mud to create a collage of leaves.
Still other ideas involved categorizing leaves, or capturing them before "the fall".
Once the rains cleared, students began sojourning onto the playgrounds in search of a particular leaf to explore and draw.
Many of the older students chose to make leaf books, each page a record of a particular leaf and the child's process of looking.
