A collage is an easy and fun way for students to review and summarize what they have read. This is a outside the lines type of post reading strategy but I feel as if it may be very beneficial especially in content areas because it allows students an alternative from regular reading and writing while still be centered on the topic at hand. Once the reading is completed students can then summarize what they read utilizing important concepts and vocabulary in this alternative method. This strategy is especially useful for those that may have an artistic talent but has yet to be able to use their skills to display their knowledge in such content areas such as science or math.

A collage is both an artwork made from objects that are glued down onto a surface, such as a piece of paper, canvas, or board, and the technique of making such an artwork. The objects can be whatever you wish, for example tissue paper, wrapping paper, newspaper pages, magazine pages, cardboard, foil, metal, plastic, fabric, wire, photographs, magazine clippings and so on. The idea in using collages as a post reading strategy is to have students center the theme of their collage on the topic that they are learning. It also proves to be a great method in which students can visualize real world application of concepts and also make personal ties with the information.


1. The teacher should give explicit directions to all students on what is expected to be included in the student’s collages. This is a great time to explain the rubric for grading collages in content areas. Such guidelines can include; vocabulary usage, pictures of practical applications of concepts, where they see these concepts in action in everyday life and use of content specific periodicals is available. They should include only material that is relevant and be aware that they will be asked to explain the collage and it’s pieces afterward.

2. Students should read the section. They should be aware of vocabulary and main ideas that they may include in their collages.

3. Students will then be either given or assigned to get any materials that they wish to include in their collages. All collages should be on poster board that the teacher may give to them. The teacher should stress that creativity is a main component to this project and they should strive to be as creative as possible. They may brainstorm before beginning their collages to give their project initial direction.

4. Students will break up into groups of four or five. They will each take five minutes to explain their collages to their group members. Group’s members will then take turns giving the presenter feedback. They will have ten minutes once everyone is finished to discuss their projects and the difficulties they may have faced in this process.

*This project will be a an asset in a middle school science classroom. Many students find it difficult to use their strengths in the creative arena in content areas like science. I would use this method when covering a section like photosynthesis. They may use vocabulary words that they find in magazines or other periodicals like photosynthesis, chlorophyll, carbon dioxide and oxygen. They will also use words like trees, fresh air, rain forest to show practical application of the process and make personal ties with what photosynthesis is and where they see it. They can explain their collages to their group members and discuss what their thought process was when including certain pictures or words. This helps them create stronger ties with the section.