K-12 art educators choose many artworks for students to examine and discuss throughout a semester or school year. This puts teachers in the role of "choice maker" (Bolin & Hoskins, 2015, p. 40), with the power to communicate to students through the body of images shared over time. Who can be an artist? How do artists express meaning? What topics do they address? How are artists' identities reflected in their artwork? Limiting the diversity of artists whose work is shown might result in conveying to students that only some people can be visual artists, and that the opportunity to explore and express one's identity through visual art is not available to everyone. In this article, the author begins by situating her experience within research on educators' reflective practices and action research as a methodology available to practicing teachers. Then she describes the process of gathering and analyzing data about the ethnicities and genders of all the artists whose work was featured in a daily writing assignment in the author's Advanced Art class during the fall 2022 semester. Finally, the author shares insights she gained from this exercise, including the potential impact of the tally results on her teaching practice and more substantive questions she plans to investigate in her ongoing reflection efforts.