Mark Anthony Appiotti
Born and raised in Philadelphia, PA, I started my musical journey as a 4th grade beginner trumpet player in the Philadelphia public schools. I had been blessed with some amazingly talented, kind, and dynamic music teachers/directors along the way. One in particular, Mr. Simon, had the ability to inspire us and push us beyond that of which we thought we were capable. It was because of his example that I made my career choice.
After graduation I attended Mansfield University of Pennsylvania where I earned my Bachelor of Music in Music Education degree. Shortly after that, I married my high school sweetheart, Karen. We have been married for over 35 years and have 6 amazing kids. My graduate studies were through Vandercook College of Music in Chicago, and The University of the Arts in Philadelphia where I have earned a Masters Equivalency plus 30 additional graduate credits.
I have worked as a music educator and director for 35 years having taught at all levels of band from elementary through high school. My teaching experience includes marching band, middle school and high school jazz ensemble, beginner strings, middle school string orchestra and 7th through 9th grade general music. On 2 separate occasions I was admitted to the "Who's Who" of American Teachers. For 28 years I served as conductor and musical director of the Central Bucks Community Band and also continue to serve as an adjudicator/clinician at local jazz festivals.
Over the years I have worked as a professional trumpet player in various big bands, jazz combos, wedding and cover bands in the Philadelphia area. I retired from my public school teaching career in June of 2023 with a passion for helping fledgling music teachers begin their careers confidently. With that goal in mind I wrote the book, "Balancing the Baton" and am looking for opportunities to serve as a mentor for young teachers while remaining active as a musician. I also plan to do some much deserved traveling with my wonderful bride.
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My teaching approach can best be described as asset-based. This means basing one's expectations for students' skills and knowledge on what is observed upon first meeting with them. This way the teacher can meet the students right where they are without preconceived expectations. In focusing on what they CAN do, building upon their current skill level with the expectation that things will only get better from that point. This creates a more motivational environment in the classroom or ensemble. In this way the teacher is more of a cheerleader and less of an error detector. I'm not advocating lowering standards by any means, but without the "why" as in, "Why should I put effort into this? Why should I care?", there is no motivation. Students need to know that their teacher believes that they can be successful and expresses it, not with flattery, which kids spot a mile away, but with sincerity. So, when there is no substitute for drill and repetition on a difficult passage or to acquire a certain skill, like double tonguing, for example, there needs to be;
A. A reason to work on it (why).
B. Clear instruction on how to get there (how).
C. Feedback and motivation until it has been achieved. This is based on the individual, not an arbitrary deadline.
Also, I like to inject humor into my teaching. Sometimes that involves laughing at my own bloopers. Kids appreciate being able to identify with that!
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I have been assigned one student teacher while teaching at the middle school level and have been assigned as a mentor for three newly hired teachers over the course of my career.
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