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Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project—an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico—provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability. 

Slab-based ceramics are constructed by rolling out flat sheets of clay, cutting out a pattern, and then folding the cut clay to build a three-dimensional design. Slabforge is an open-source web-based software application that supports slab-based ceramics. It enables users to design a range of simple 3D forms and then generate flat patterns and matching 3D-printable slump molds that support the construction of those forms. This paper discusses the development of the software in the context of our own ceramics practice and then describes the results of a study in which students in an introductory ceramics course used Slabforge to create tea sets. We use both of these experiences to motivate a critical reflection on the relationships between materials, craft, digital fabrication, and software, introducing three themes of friction that we encountered during the course of this project.