The city as a site for interdisciplinary teaching and learning

In this article, the authors make a case for using the city as a classroom, and through semiotic lenses, they reflect on the assignments and the outcomes of three courses they offered in diverse geographic locations. In these interdisciplinary courses they encouraged students to purposefully explore aspects of their cities and reflect on them as multifaceted theatrical performances. The pedagogical intention is to facilitate their students' engagement with the city's identity in ways they normally would not consider.