The study presents a pedagogical framework familiarizing architecture students with explorations of non-programmable material effects through non-standard robotic 3D printing. The purpose of integrating such explorations in education is to train architectsto-be in embracing the challenges related to working close with architectural materials and production, requiring new stances toward the dichotomies between drawing and building, material agency and error as well as precision and lack of full control over the design outcome. The framework was evaluated in an architectural course on artistic robotic 3D printing. The results show that it achieves the aim of supporting students in addressing, in an informed and creative manner, the uncertainties of digitally aided materialization. The students explored refined material effects while acquiring practical digital manufacturing skills and critically engaging with theories and discourses on new materiality and non-standard production. Hence, the proposed pedagogy can be employed to complement the current education curricula, providing architecture students with a broader outlook necessary for fully embracing opportunities and challenges at the crossing between new materials and digital production.