For the past decade, the maker movement—a rising interest in working with one’s hands within collaborative, interdisciplinary environments that combine a variety of tools and technologies—has been on the rise throughout the United States and around the world. Incorporating the practices of the maker movement into the educational sphere has become of increasing interest to educators, administrators, parents, and policy makers. While there are many important outcomes that derive from maker-centered learning, the aesthetic dimensions of this work may be disorienting to educators with traditional perspectives on aesthetic education. In this theoretical essay, Agency by Design researcher Edward P. Clapp considers the aesthetic dimensions of projects developed in maker spaces and maker-centered classrooms by presenting a symptomatic approach to the maker aesthetic.