Free Expression, Independent Drawing and Colouring for Pre-School Level 4

Class: Pre-School Level 4

Term: First Term

Week: 2

Age: 5 years

Duration: 30 minutes

Subject: Creativity

Curriculum Theme: Creativity

Previous Lesson: Colouring a Car

Topic: FREE EXPRESSION: INDEPENDENT DRAWING AND COLOURING

Subject Matter: FREE EXPRESSION. Weekly focus: Free Expression: Independent Drawing and Colouring.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Explain what “free expression” means in the context of drawing.
• Identify various objects they can draw.

Affective Domain

• Show enjoyment in drawing and colouring independently.
• Feel confident in their own creative choices.

Psychomotor Domain

• Hold a pencil and crayon correctly.
• Draw any object of their choice independently.
• Colour their drawings neatly within the lines.

Social Domain

• Share their drawings with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education curriculum resources
• Suitable early-years creativity workbook

Instructional Materials

• Scrap book
• Drawing book or plain drawing paper
• Pencils
• Erasers
• Crayons (various colours)
• Chart showing simple drawings

Rationale for the Lesson

This lesson is important for 5-year-olds as it encourages self-expression and builds confidence in their own ideas. Independent drawing and colouring help develop fine motor skills, hand-eye coordination, and creativity, allowing children to communicate their thoughts and feelings visually.

Prerequisite/Previous Knowledge

Pupils can hold a pencil, make simple scribbles or lines, and recognise basic colours.

Lesson Content/Board Summary

FREE EXPRESSION: INDEPENDENT DRAWING AND COLOURING

What is Free Expression?

Free expression means you can draw or create anything you want! It’s about using your imagination and showing what you feel or think through your art. No one tells you exactly what to draw; you choose it yourself.

What is Independent Drawing?

Independent drawing means you draw by yourself, without someone holding your hand or telling you every line to make. You think of an idea and draw it on your own.

What is Colouring?

Colouring is adding beautiful colours to your drawings using crayons. It makes your pictures bright and lively. We try to colour neatly inside the lines.

Today, we will draw anything we like, all by ourselves, and then colour it beautifully!

Key Words

• Free Expression – Drawing or creating what you imagine or feel.
• Independent – Doing something by yourself.
• Draw – To make pictures with a pencil or crayon.
• Colour – To add colours to a drawing.

What the Teacher Should Show or Draw

• Display a chart with simple, varied drawings (e.g., a house, a car, a flower, a person, an animal).
• Demonstrate how to hold a pencil correctly.
• Demonstrate how to make simple shapes (circles, squares, triangles) and combine them to form an object (e.g., a simple house).
• Demonstrate colouring neatly within the lines of a simple shape.

Drawing and Colouring Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Pencil in my hand so tight,
Draw a picture, shining bright.
Anything I want to make,
For goodness gracious, for goodness sake!
Crayons ready, red and blue,
Colouring my picture through.

Actions:

• “Pencil in my hand so tight”: Pretend to hold a pencil.
• “Draw a picture, shining bright”: Make drawing motions in the air.
• “Anything I want to make”: Spread hands wide.
• “For goodness gracious, for goodness sake!”: Nod head excitedly.
• “Crayons ready, red and blue”: Show hands, wiggling fingers.
• “Colouring my picture through”: Make colouring motions.

How to use the rhyme: Sing this rhyme before the independent drawing activity to get pupils excited and remind them they can draw anything they choose. Repeat it during the activity to maintain focus and energy.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Practical Activity, Repetition.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a short “Good Morning” song. The teacher then asks, “Who loves to draw? What do you like to draw?”

Pupils’ Activity: Pupils respond to greetings, sing along, and share what they like to draw (e.g., “I like to draw a car!” “I like to draw my mummy!”).

Learning Point: Pupils are engaged and encouraged to think about drawing.

Step 2: Presentation of Topic

Time: 5 minutes

Teaching Skill: Explanation/Introduction

Teacher’s Activity: The teacher introduces the topic: “Today, we are going to learn about Free Expression: Independent Drawing and Colouring! This means you get to draw anything you want, all by yourself, and then colour it beautifully.” The teacher shows the drawing materials.

Pupils’ Activity: Pupils listen attentively and observe the drawing materials (pencils, crayons, drawing books).

Learning Point: Pupils understand the topic and the concept of free expression in drawing.

Step 3: Teacher Demonstration

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to hold a pencil correctly. Using a large sheet of paper, the teacher draws a simple object (e.g., a flower) and explains, “I am drawing a flower because I like flowers. You can draw anything you like!” The teacher then demonstrates how to colour neatly within the lines.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observing pencil grip, drawing motions, and colouring technique.

Learning Point: Pupils observe correct techniques for drawing and colouring.

Step 4: Guided Practice (Pencil Grip and Mark Making)

Time: 5 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher distributes scrap paper and pencils. “Now, let’s all hold our pencils like this,” the teacher says, guiding pupils on pencil grip. “Make some lines and shapes on your paper. Just practise making marks.” The teacher walks around, offering individual help.

Pupils’ Activity: Pupils practise holding their pencils and making various lines and shapes on their scrap paper.

Learning Point: Pupils practise basic pencil control and grip.

Step 5: Independent Drawing and Colouring Activity

Time: 7 minutes

Teaching Skill: Facilitation/Observation

Teacher’s Activity: The teacher distributes drawing books/paper and crayons. “Now, it’s time for free expression! Draw anything you want in your book. It can be a house, a tree, your family, a car, anything! After you draw, choose your favourite colours and colour your picture nicely.” The teacher encourages and praises effort, reminding them to draw independently.

Pupils’ Activity: Pupils independently draw an object of their choice and then colour it using crayons.

Learning Point: Pupils apply their understanding by creating their own drawings and colouring them.

Step 6: Rhyme Reinforcement and Sharing

Time: 2 minutes

Teaching Skill: Reinforcement/Encouragement

Teacher’s Activity: While pupils are finishing up or after they have drawn, the teacher leads them in singing the “Drawing and Colouring Rhyme” from the Lesson Content. The teacher encourages a few pupils to briefly show their work to the class.

Pupils’ Activity: Pupils sing the rhyme and some pupils briefly show their drawings, feeling proud of their work.

Learning Point: Pupils reinforce the joy of free expression and sharing their creations.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What did you draw today?”
2. “Did you draw it all by yourself, or did someone tell you exactly what to draw?”
3. “Show me how you coloured your picture.”
4. “Why is it fun to draw anything you want?”

Pupils’ Activity: Pupils respond orally, point to their drawings, and show their coloured work. They explain their choices.

Learning Point: Pupils demonstrate understanding of the lesson by showing their independent work and explaining their choices.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure/Tidying

Teacher’s Activity: The teacher praises all pupils for their wonderful drawings and creative efforts. “You all did a great job expressing yourselves today! Now, let’s tidy up our crayons and books.”

Pupils’ Activity: Pupils put away their materials neatly.

Learning Point: Pupils feel proud of their work and learn to tidy up after an activity.

Lesson Keywords

• Free Expression – Drawing or creating what you imagine or feel, without strict rules.
• Independent – Doing something by yourself, without help.
• Draw – To make pictures or lines using a pencil, crayon, or marker.
• Colour – To fill in areas of a drawing with different colours.
• Crayon – A stick of coloured wax used for drawing and colouring.

Differentiation

• Support: For pupils struggling with ideas, the teacher can offer simple suggestions (e.g., “Can you draw a ball? A sun?”). For those struggling with pencil grip or colouring, the teacher can provide hand-over-hand guidance or larger crayons. Provide larger paper for easier drawing.
• Extension: For pupils who finish quickly and neatly, the teacher can encourage them to add more details to their drawing, draw another small object, or tell a short story about their picture to a classmate.

Note for teachers using this lesson plan

Before the lesson, ensure all drawing materials (pencils, erasers, crayons, drawing books/paper) are ready and easily accessible. The main idea for pupils to grasp is that their creativity is valued, and there is no “right” or “wrong” way to express themselves through drawing. Encourage effort and imagination over technical perfection. Circulate among pupils during the independent activity, offering gentle encouragement and praise rather than criticism. Ask open-ended questions like, “Tell me about your drawing,” instead of “What is that?” to foster self-expression. Observe how pupils hold their tools, their choice of subject, and their colouring effort. These observations will show their understanding and engagement. Remind pupils to share their crayons and respect each other’s creative space.