Here's the color tally for the picture Still Life, sorted by palette.
The percentages came out like this: 59% of the total blocks were from palette A, 40.6% from palette B.
In more detail, the color black = 38%, the color green = 25%, and purple and yellow were both 8%.

Analysis notes, for math education:
1. When I began disassembling Still Life, the embroidered felts became useful for collecting pieces, so that I could sometimes just be sorting, and then count my tally and write the results. This is less taxing than needing to collect, count, write, and put away a type of block all in one session, for me anyway.

2. The felts could be rearranged in order to decide on what the layout of the written tally will look like. I made the written chart first, as an adult learner. Learning style variations apply!

Language notes:
1. Older children might enjoy writing captions for photographs of their work and assembling into a little presentation, as I've done here, bringing a creative writing activity into the process.

Work habits notes:
1.  This slideshow is a playful way of returning to the project of tallying after a break. Still Life was so large I needed to allow two days and several separate sessions to complete the disassembling-and-tallying process.  It was refreshing to take a break from that mental work and have a creative writing piece. When I was lifting the pieces on their felts to return them to the boxes, I really did pretend they were individuals riding home through the air! I'm VERY fond of the blocks :-)

I used a watercolor and ink painting from home as a model for this layered Boxes 7, 8, 9 piece.

It's a bottle of olive oil, an eggplant on a yellow tray, and a blue flower pot with a green plant.

There will be a big tally on this one! I estimate use of 80% of the available green and black pieces from Box 7.

This is my construction, traced onto heavy paper. Other object-to-picture works could be made by the adult tracing a 3-year-old's construction, labeled with the name dictated by the child. 4 and 5-year-olds could trace their own work, and write their own name. 5 and 6-year-olds can write a story.

Copies of the drawing can be used to do logical-mathematical analysis. I'll show a picture of that when I've done one.

For Goose, I challenged myself to use only the Box 8S pieces ( I had to put the 7's out of reach, because I kept finding them in my hand! I allowed one Box 9 point to be the eye). Then I duplicated my construction on art paper  by tracing some blocks, then when that was slow, I switched to a clear ruler. Using the ruler gave me the idea to add the dotted and straight lines. After making the drawing in pencil, I went over it with colored pencil.

Math analysis for Goose: how many 6" lines, how many 5", etc.  I haven't done the math yet, because we had a party.

For children under 2, it's best to use this as a suggestion for how adults can present the Box 1 stringed balls as a puppet show, rather than to use it as a movie for them to watch. The oral storytelling aspect is a valuable addition to reading picture books - both before the child has seen and heard the book, and afterwards. Quoting books the child knows while away from the book itself brings art to life. 

For children age 3-6, this movie is an introduction to how literature can be presented in a different medium. It also subtly shows an attentive audience, who each see themselves reflected in the theatrical production. Teachers might also find it useful to discuss how the "audience" are seated in an order conducive to appropriate behavior - because red is next to orange, it's easier to be quietly attentive, rather than the bright high contrast of red next to purple, even though red and purple are good friends who like each other very much!

Finally, this was VERY easy to make, using the video function of my iPhone. Parents and teachers could make a version featuring their own voices, or a child's voice. I'm planning to record this again for YouTube, with a native Spanish speaker, and in other languages as I find native speakers of German, Mandarin, etc.