This study aims to explore the application of mind-mapping in the preceding activities for preservice teachers in their design of art curriculum. Through the effective use of mind mapping, pre-service teachers are expected to enhance their abilities in curriculum design when taking educational courses. The participants are a group of preservice art teachers taking the course on teaching methods and materials from a national university in Taiwan, and mind-mapping is used as a preceding activity for their curriculum design. In addition to the mind maps drawn by the pre-service teachers, interviews and the collection of questionnaires on their attitudes, the thinking process of how they utilize mind maps to develop the art curriculum as well as the effectiveness and their attitude toward such application were further inspected. The research result indicates that in mind maps, the connections of the keywords demonstrate the concreteness of the teaching content as well as the organization and coverage of teaching materials. In addition, the process of map amendment can also elevate their meta-cognition of the curriculum. The research suggests that we pay close attention to the following when using mind maps in art curriculum design in the future: 1. Take mind maps as the entry behavior of pre-service teachers and help them learn to express through visualization. 2. Have pre-service teachers determine in advance the key learning content of the art curriculum on the maps. 3. Constant examination and amendment of mind maps help facilitate the meta-cognition of curriculum design.