Perry Alashmawi never imagined she would become a teacher. Growing up surrounded by artists, Perry’s path seemed firmly rooted in the Fine Arts. She pursued her degree in Montreal, Canada, and dedicated over two decades to painting and contemporary art, drawing inspiration from the world around her. But in 2020, a new chapter began when she joined the Early Learning Center at ASD, working with the youngest students on campus. What started as a career pivot became a profound journey of discovery and connection.
As an artist, Perry is deeply observational - an approach she now brings into the classroom. “My teaching is inspired by my students,” she shares. “Just like my art, it starts with noticing.” That insight sparked one of her most touching classroom moments. In the early weeks of school, she observed some children seeking comfort under tables, unsure of their new environment. Rather than redirect them, Perry embraced their instinct. She taped paper to the underside of the tables and invited them to draw freely. What began as a hiding place became a joyful, imaginative space. The activity, later titled “Not Over It, But Under It,” turned fear into creativity and students into artists.
Drawn to ASD by the Reggio Emilia-inspired philosophy of play, experimentation, and discovery, Perry found alignment between her creative roots and the school’s approach to early childhood learning. She sets up art provocations that evolve with her students, allowing them to explore materials slowly, build confidence, and develop their voices.
“Art is not just a hobby,” she explains. “It’s a valid and empowering path - one that can be a lifelong pursuit of expression, success, and meaning.”
Perry is quick to emphasize that the learning is mutual. “We’re the lucky ones,” she says of working with young children. “People underestimate how much kids give back. They inspire me constantly.” Over time, her own artwork has taken on childlike themes, subtle nods to her students' unfiltered creativity. She’s discovered a deeper well of patience and empathy, and sees art not as something you’re born with, but something that grows through opportunity.
The transformation has been both professional and personal. “Teaching has reshaped my understanding of art. It’s no longer just about the final piece. It is about the process, the risk-taking, the wonder.”
When asked what advice she has for parents wanting to nurture their children’s creativity, Perry keeps it simple: “Don’t overwhelm them with options. Start small; just a few colors or one material. Let their curiosity build the rest.”
Perry also speaks with admiration about the sense of community at ASD. “No one stands alone here,” she says. “Whether it’s solving a problem, launching an idea, or supporting each other. There’s always someone beside you.”
At the heart of it all are her students. Their courage, imagination, and willingness to try something new remind her daily of what matters most. “As teachers, we give,” she says, “but what I’ve learned is that the exchange is beautifully mutual. I’ve grown just as much—maybe more.”
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