Article published in the Journal of Technology and Science Education (ISSN 2014-5349), 8, pp. 192-202.
The school of Valencia was a singular case study in the architectural training in Spain towards the end of the 60s. Like in Madrid, Barcelona, and Seville, the school also participated in the bustling political and social context, but while in these schools the curriculum of 1964 was extended until 1975, in Valencia the creation of the Instituto Politécnico Superior was the opportunity to launch an experimental curriculum introducing notable changes. Beginning in 1969, the new architecture students of Valencia shared a classroom and subjects’ contents with students from 3 other degrees (Industrial Engineering, Civil Engineering, and Agricultural Engineering) and underwent continuous evaluations following a semester calendar. The architecture school of Valencia thus became a dual organism since the previous plan coexisted with the new one, but each was taught in different venues, isolated from one another. This work puts in parallel both curricula, both university environments and the teaching practices received by both group of students and tries to reconstruct the first years of history of the architecture school of Valencia thanks to testimonies and the few existing documentary sources. In addition, a critical assessment of the results is developed which is compared to the recent reflections and changes that have been occurring in the teaching of architecture.