Note for teachers using this lesson plan
Before this lesson, ensure all drawing and colouring materials (scrapbooks, drawing books, pencils, erasers, crayons) are readily available for each pupil. The central idea is to encourage pupils to express themselves freely through independent drawing and colouring, fostering creativity and self-confidence. Supervise pupils carefully during the activity to ensure safe handling of materials. Successful learning will be observed when pupils confidently draw and colour an object or shape of their choice without direct instruction on what to draw.
Class: Pre-School Level 3
Term: First Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Creativity
Curriculum Theme: Creativity
Previous Lesson: Identifying Basic Shapes and Colours
Topic: FREE EXPRESSION THROUGH INDEPENDENT DRAWING AND COLOURING
Subject Matter: FREE EXPRESSION. Weekly focus: Free Expression through Independent Drawing and Colouring.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify an object or shape they wish to draw.
- Name some colours they will use for their drawing.
Affective Domain
- Show enthusiasm for drawing and colouring freely.
- Express their ideas confidently through their artwork.
Psychomotor Domain
- Hold a pencil and crayon correctly.
- Draw a simple object or shape of their choice independently.
- Colour within the lines of their drawing neatly.
Social Domain
- Participate in a whole-class discussion about free expression.
- Respect the creative choices and drawings of their peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Scrapbooks or drawing books
- Pencils
- Erasers
- Crayons (various colours)
- Whiteboard or chart for demonstration
- Teacher’s example of a simple free drawing
Rationale for the Lesson
This lesson is important for 4-year-olds as it encourages the development of their imagination and creativity. By allowing them to draw and colour freely, pupils build self-confidence, improve their fine motor skills, and learn to express their unique ideas without fear of judgment. This foundation supports their overall cognitive and personal development.Prerequisite/Previous Knowledge
Pupils can hold a pencil and crayon, identify some basic colours, and recognise simple shapes like circles, squares, and triangles.Lesson Content/Board Summary
FREE EXPRESSION THROUGH INDEPENDENT DRAWING AND COLOURING
What is Free Expression?
Free expression means you can draw or create anything you like! It’s about showing what you feel or what you think in your mind, using your own ideas. Nobody tells you exactly what to draw or how it must look. It’s your special drawing!
What is Independent Drawing and Colouring?
Independent drawing and colouring means you do it all by yourself. You choose what to draw, you draw it, and you colour it using your favourite colours. You use your own pencil and crayons to make your picture.
Today, we will:
- Think of anything we want to draw.
- Draw it nicely in our books.
- Colour our drawings with bright, beautiful colours.
Key Words
- Free – to do something without being told exactly what to do.
- Expression – showing your feelings or ideas.
- Draw – to make pictures with a pencil or crayon.
- Colour – to fill in drawings with different colours.
- Independent – doing something by yourself.
Drawing and Colouring Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
My pencil goes, up and down,
Drawing shapes all over town.
A happy sun, a tall, tall tree,
Drawing freely, just for me!
Crayons bright, red and blue,
Colouring pictures, me and you.
Actions:
- “My pencil goes, up and down”: Move finger up and down like drawing.
- “Drawing shapes all over town”: Make circular motions with hand.
- “A happy sun, a tall, tall tree”: Draw a circle in the air, then a tall line.
- “Drawing freely, just for me!”: Point to self.
- “Crayons bright, red and blue”: Wiggle fingers like holding crayons.
- “Colouring pictures, me and you.”: Make colouring motions, then point to self and others.
Watch and Draw Freely
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils what they like to draw. Explain “Free Expression” by telling them it means they can draw anything they imagine, without being told what to draw. Emphasize that it’s their own special idea. Explain “Independent Drawing” as doing it by themselves. Show a simple drawing you made freely (e.g., a house, a flower, a car) and explain that you chose it yourself.
What to show or demonstrate: Demonstrate the correct way to hold a pencil and a crayon. Show how to make simple lines and shapes. Briefly demonstrate how to colour neatly within a simple outline on the whiteboard or a chart.
How to use the rhyme/song: Introduce the “Drawing and Colouring Rhyme” after explaining free expression. Sing it together with the pupils, demonstrating the actions. Repeat the rhyme a few times to help them remember the words and actions, especially during the colouring activity.
How to use the video: Introduce the video as a fun way to see how other children draw freely. Play the video “Let’s Draw Anything! – Kids Art Lesson” (Art for Kids Hub) for pupils. After watching, ask pupils what they saw and what they might like to draw, reinforcing the idea of drawing anything they want.
What to watch for: Observe if pupils are hesitant to choose what to draw; encourage them with simple suggestions (e.g., “What’s your favourite toy?”, “Draw your house”). Watch for correct pencil/crayon grip and encourage neat colouring. Provide individual support to those struggling with drawing or choosing an idea.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Practical Activity
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them to sing a familiar song. The teacher then asks pupils what their favourite things to draw are, encouraging a whole-class discussion.
Pupils’ Activity: Pupils sing along and share their favourite things to draw with the class.
Learning Point: Pupils are engaged and recall prior experiences with drawing.
Step 2: Explanation of Free Expression
Time: 5 minutes
Teaching Skill: Explanation/Concept Introduction
Teacher’s Activity: The teacher explains “Free Expression” in simple terms, telling pupils it means drawing whatever they like or feel, without being told what to draw. The teacher shows a simple drawing they made freely and explains their choice.
Pupils’ Activity: Pupils listen attentively and answer simple questions about what free expression means to them.
Learning Point: Pupils understand the concept of free expression in drawing.
Step 3: Demonstration of Drawing Tools
Time: 3 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates the correct way to hold a pencil and a crayon. The teacher also shows how to make simple lines and shapes on the board.
Pupils’ Activity: Pupils observe the teacher’s demonstration and practise holding their own pencils and crayons correctly.
Learning Point: Pupils learn the correct grip for drawing and colouring tools.
Step 4: Guided Practice – Air Drawing
Time: 3 minutes
Teaching Skill: Guided Practice/Motor Skills
Teacher’s Activity: The teacher asks pupils to “draw” simple shapes (e.g., a circle, a square, a stick figure) in the air with their fingers, encouraging them to imagine what they might draw in their books.
Pupils’ Activity: Pupils enthusiastically “draw” different shapes and objects in the air, using their imagination.
Learning Point: Pupils engage their imagination and practise pre-drawing movements.
Step 5: Independent Drawing Activity
Time: 8 minutes
Teaching Skill: Application/Observation
Teacher’s Activity: The teacher distributes drawing books/scrapbooks and pencils. The teacher reminds pupils to draw anything they like and moves around to offer individual support and encouragement.
Pupils’ Activity: Pupils independently draw an object or shape of their choice in their books.
Learning Point: Pupils apply the concept of free expression through drawing.
Step 6: Colouring Activity & Rhyme
Time: 4 minutes
Teaching Skill: Reinforcement/Creative Expression
Teacher’s Activity: The teacher distributes crayons and encourages pupils to colour their drawings neatly. The teacher leads the class in singing the “Drawing and Colouring Rhyme” while pupils colour.
Pupils’ Activity: Pupils colour their drawings using various colours and sing along with the rhyme.
Learning Point: Pupils enhance their drawings with colour and reinforce the lesson through song.
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.
- What did you draw today? (Ask a few pupils to show and tell.)
- Did you choose what to draw by yourself?
- What colours did you use for your drawing?
- Can you show me how you hold your crayon?
Pupils’ Activity: Pupils respond orally, show their drawings, and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson and their ability to express themselves freely.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Closure/Praise
Teacher’s Activity: The teacher praises pupils for their beautiful and independent drawings and reminds them that they can always draw what they feel. The teacher collects the drawing books.
Pupils’ Activity: Pupils tidy up their materials and feel proud of their work.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue expressing themselves.
Lesson Keywords
- Free – to do something without being told exactly what to do.
- Expression – showing your feelings or ideas.
- Draw – to make pictures with a pencil or crayon.
- Colour – to fill in drawings with different colours.
- Independent – doing something by yourself.
Differentiation
- Support: For pupils who are hesitant or struggle to choose what to draw, the teacher can provide simple prompts like “Draw your favourite fruit” or “Draw a ball.” Hand-over-hand guidance can be offered for those struggling with pencil or crayon grip. Larger crayons may also be provided for easier handling.
- Extension: For pupils who finish quickly or show advanced drawing skills, encourage them to add more details to their drawings, draw another object, or tell a short story about their picture. They can also be asked to identify and name all the colours they used.
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