Concept mapping is a form of visual organization that can be used to categorize and represent knowledge about a particular subject or related subjects and foster development of these critical skills. A strategy initiated in the late 1990s (Novak, 1998), concept mapping employs concepts and propositions as central elements in structuring knowledge and creating meaning. In recent years, scholars and practitioners have used concept mapping methods to translate complex concepts into visual representations (Can~as, Reiska, & Mo¨llits, 2017). Many fields, such as nursing (Schuster, 2016) and engineering education (Daugherty, Custer, & Dixon, 2012), use concept mapping, and in some cases, they use it as an assessment tool for research studies (Zanting, Verloop, & Vermunt, 2003). Art educators have used concept mapping to link visual and verbal analysis through the lens of research and practice (see, e.g., Amorino, 2009; Carter, 2008; Derby, 2011; Taylor, 2014). The authors view concept mapping as a form of visualization where ideas are rendered in more visual than written form. They imagine a concept map as a travel diagram that has size scales, distance, and markers illustrating how to navigate or get from one place to another by approved existing routes or new routes. A concept map usually takes the form of a visual presentation that explains graphically key concepts that are related to specific topics and relationships among them. They argue that some of the procedures and organizations used in creating concept maps can be useful in aiding art educators and other teacher candidates to communicate complex ideas that further their understanding of research studies related to their investigations and their teaching practices (Zimmerman, in press; Zimmerman & Cooper, 2019). In this article, they demonstrate that concept mapping can be used effectively in both understanding and conducting research, and in lesson planning in which multidimensional understandings can be revealed (Leavy, 2016).