Applying Discovery-Based Learning to the Education of Ethnic Dance in Vietnamese General Schools

The study is conducted in the context of Vietnam's ongoing educational reforms, in which the State emphasizes comprehensive learner development, preservation of national cultural identity, and the enhancement of creativity in accordance with the Education Law (2019), Resolution No. 29-NQ/TW, and the General Education Program (2018).Although art education is officially recognized as essential, the integration of ethnic folk dance into general schools remains limited, revealing a research gap in both theoretical foundations and feasible pedagogical models for teaching folk dance effectively.The research focuses on Vietnamese general schools as its context, with students and teachers in the field of art education serving as the implied sample.The study relies entirely on the analysis and synthesis of secondary materials-legal documents, theoretical works, and existing studies on art education and discovery-based learning-to construct a conceptual and practical framework.Data were collected through document review and analytically processed to identify key principles applicable to dance education.The findings show that discovery-based learning-with its emphasis on observation, inquiry, independent investigation, planning, experimentation, and presentation-is highly compatible with the characteristics of ethnic folk dance.The author proposes two detailed application models outlining step-by-step processes for integrating discovery-based learning into dance lessons, ranging from observation activities to performance-based assessments.The study's highlight lies in its systematic connection between national educational policies, the nature of ethnic folk dance, and a modern learning approach, offering practical, adaptable models that can enhance students' cultural understanding, creativity, and artistic skills in real school settings.