Conceptual frameworks are used in research studies to set forth interconnections among concepts presented in a significant body of inquiry. Conceptual frameworks can take form graphically as maps or diagrams and as written narratives focusing on interrelated concepts based on existing systems or relationships embedded in well-established theories. A conceptual framework, as integral part of any research design, usually is established before an inquiry commences and supports and informs a study under consideration. It is constructed by a researcher from existing bodies of inquiry that enable finding links between associated literature and an inquirer’s own research goals. Once a study is complete then a conceptual framework can be consulted as to whether an inquiry aggress with, disagrees with, or adds new connections among the concepts found in the originating conceptual framework. As a result of their studio art backgrounds, their abilities to render ideas visually, and their participation in contemporary visual culture, art education researchers and practitioners are unique positions to create graphic, conceptual frameworks along with traditional written explanations. In this workshop, observations about the use of conceptual frameworks in art education research will be introduced, exemplars from art education research studies will be presented, and participants will be engaged in discussion and activities about understanding these frameworks. The concluding activity in the workshop will involve participants breaking into small groups and creating a conceptual framework from the same literature abstract that, when completed, will be contrasted and compared across groups.