This study explored how 218 students in 3rd through 12th grade represented art concepts through mind mapping. The mind maps were analyzed quantitatively based on elements like number of nodes and colors used. Qualitatively, the content of nodes was analyzed to identify themes in students' representations of art. Results showed that younger students represented art concepts like elements and principles more often, while older students listed more artists and expanded definitions of art. The study aimed to understand what art knowledge students have given decreased art education due to testing emphasis.