Digital games have the potential of being a transformative tool for applying constructionist principles to learning within formal and informal learning settings. Unfortunately, most recent attention has focused on instructionist games. Connected gaming provides a tantalizing alternative approach by calling for the development of games that are both instructive and modifiable by learners. If game design is to be used as a pedagogical tool in this manner, emphasis should be placed on the concurrent development of "critical makers". In this paper, we advance the notion of connected gaming through positing a conception of a critical maker. To accomplish this, we look to the arts as a domain where pedagogical approaches are in place from which the game-based learning community can draw insights from, along with an overview of the potential challenges and opportunities that may accompany any attempt to develop critical makers.