From Practice to Purpose: Profiling Identity, Discipline, and Belonging through Participation in a Malaysian School Brass Band

Co-curricular activities play an important role in supporting holistic student development, yet their educational value is often underrepresented in empirical research. In Malaysian schools, music-based co-curricular programmes such as brass bands are commonly evaluated through performance outcomes rather than through their contribution to students’ identity formation, discipline, and sense of belonging. This study aims to profile how sustained participation in a Malaysian secondary school brass band functions as an educational practice that shapes students’ personal and social development. Adopting a qualitative case study approach, data were collected through semi-structured interviews, rehearsal observations, and reflective field notes involving students who had participated in the brass band for at least one academic year. Thematic analysis was used to identify recurring patterns related to identity development, disciplined practice, and social belonging. The findings reveal that brass band participation contributes to (a) the construction of positive student identity beyond academic achievement, (b) the internalisation of discipline through collective responsibility, and (c) the development of strong peer belonging and emotional support. This study highlights the pedagogical significance of co-curricular music programmes and supports their recognition as meaningful spaces for human-centred education. The findings provide practical insights for school leaders and educators seeking to strengthen holistic learning through structured co-curricular engagement.

Co-curricular education; student identity; discipline; sense of belonging

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