Graded-art system imposed at schools and arts learning center can be considered detrimental to a child’s intrinsic motivation to continue drawing as they grow. Drawing, a form of visual art should encourage the creation of thinking and communication that allows the children to speak from their heart. This study adopts reflexivity from the first author’s discouraging experience of art being graded during her childhood experience. It describes the arts syntegration model at a home-setting to promote thinking. This paper provides evidences that informal teaching beyond-school can promote significant creativity; especially for children between the ages of four and nine years.