Mind maps are "an intricate web of thoughts, ideas, names, words and images that all stem from one central idea or word in diagram form" (The Graphic Design School, n.d., n.p.).
In VCD, mind maps are useful tools for students to generate ideas and make connections between design components. Ideas may be represented on mind maps in word or visual form.
As literacy tools, mind maps provide frameworks for the development and refinement of research, design briefs, visual communications and oral presentations such as pitches.
Mind maps usually start with a central idea or a few key ideas. These central ideas are built upon gradually in a variety of directions. An example of a mind map used for graphic design is Damien Horan’s mind map, which he created for the restaurant ‘Little Avalon.’ The website provides further explanation on how to use mind maps in graphic design.
The following strategy supports students in their initial development of mind maps and includes oral, written and visual literacy components. The strategy also requires students to read, view and respond, using different levels of thinking. It also includes the Visible Thinking routine, See-Think-Wonder.
- Students are shown examples of designers’ mind maps (such as Damien Horan’s mind map above).
- The teacher explains the design brief and that the purpose of the mind map was to generate ideas in response to the brief.
- Students work in small groups to discuss and analyse examples of mind maps. The teacher provides the following guidelines for discussion. These guiding questions utilise different levels of reading and responding (see 'Using literal, inferential and evaluative questions to analyse a designed communication').
- What is the central idea for the mind map? (literal)
- List the key ideas or concepts drawing out from the central idea (literal)
- Select one or two of these concepts and in your own words. Describe the designer’s thinking based on the mind map. (inferential)
- Create a short paragraph that summarises the design-in-progress based on the mind map. For example, from the mind map for Little Avalon, what type of restaurant is ‘Little Avalon’? (inferential, evaluative)
- Look at the visual aspects (photographs, type, drawings) in the mind map. Discuss how they clarify or challenge your reading of the rest of the mind map. (inferential, evaluative)
- Discuss what you would add /modify in the mind map for ‘Little Avalon’. For example, what font or type would you use for logos, signage, etc? Explain your reasoning. (evaluative)
- The teacher leads a discussion to summarise the students’ responses and reiterates the benefits of using mind maps to brainstorm and generate ideas.
Curriculum links for the above example: VCAVCDE001, VCAVCDP003, VCAVCDR004, VCAVCDE006, VCAVCDE007, VCAVCDR010.
Once students understand how mind maps can be used to brainstorm ideas, teachers can then encourage students to use mind maps to both brainstorm and refine their ideas in response to a design brief or challenge.
To do this:
- The teacher presents students with a designed artefact, such as the Aria smart bench. At this stage, no further explanation about the visual prompt is necessary.
- Students are prompted with three questions that can be written or displayed on the board to prompt curiosity and enquiry:
- What do you see?
- What do you think about that?
- What does it make you wonder?
(Note, these questions are based on the Visible Thinking routine, See–Think–Wonder.)
- Students are given time to respond in writing, in note form, and the teacher encourages students to use VCD-specific terminology.
- Responses are shared in small groups.
- The teacher presents a design challenge or brief to the class based on the presented example.
The local council is redesigning an area of the local park to encourage more people to use the space to socialise. Design outdoor furniture that would encourage people to sit and communicate with each other.
Additional constraints, such as materials, target audience, etc. may be given.
- The teacher advises students that the first stage in the process is to produce a mind map about their design ideas that meet the design brief.
- Students draw on their analysis of the sample mind maps to produce their own.
- If students need more scaffolding, the teacher can suggest prompts to support students to generate ideas. For the design challenge above, questions might include:
- What appealed to you about the Aria smart bench?
- What makes you want to sit and talk to your friends?
- Besides talking, what might you do with your friends when sitting down?
- What furniture do you enjoy sitting on?
- After time to develop mind maps, students form small groups and present their mind maps. Articulation of key ideas using VCD-specific language is important (see ‘Building Visual Communication Design vocabulary’).
- Group members pose questions to the presenter about mind maps and design conceptualisations.
- Students revise their mind maps, refining their final ideas.
Curriculum links for the above example: VCAVCDE001, VCAVCDP003, VCAVCDE006, VCAVCDE007.