The process of creating an architectural project is a creative process. Thinking and creation are closely related in every project process. This makes it acquire values and meanings that are above what is objective and tangible, thus achieving a double dimension: on the one hand, the rational and objective one that evokes the more technical and easily transmissible and stable character of the project and, on the other hand, the subjective and personal, common in every creative act. Both factors acquire the same and determining importance in the development of the project. Creativity has traditionally been considered a quality, a gift, that only a few possess. However, currently there are various authors who agree that creativity is a universal human capacity that we all possess to a greater or lesser extent and that, like all human capacities, is susceptible to being educated. The importance that this creative component acquires in the training of the future architect entails a completely new approach to teaching. Currently we observe how the development of creativity in students appears as an objective in the programs of many subjects of the Architecture degree, but few teachers go so far as to indicate how to do it. So this aspect often goes unnoticed or is forgotten. The development of this communication aims to delve deeper into how innovation and creativity can be applied to the teaching of architectural projects; analyze the common bases of those pedagogical procedures that stimulate and support a proactive approach to creativity in the classroom and define teaching innovation strategies that stimulate imagination and creative thinking, allow students to express their thinking, imagination and creativity, create situations and activities motivating, encourage observation and reflection to provoke creation and awaken an attitude of search, curiosity and a desire to know.
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