The purpose of this paper is to analyze the content of rhythmic and dance structures in the teaching of physical education and health and to compare dance content in the Croatian curriculum (2006.) with the Slovenian (2011.) one. The initial rhythmic-dance manifestations are reflected as a spontaneous motor reaction and expression of emotions. The hypothesis presents the origin of dance as an art and the creation of dance as an art. It is of great importance in the development of social skills and of understanding the culture of the people. The contents of rhythmic and dance structures play a significant role in the development of children's anthropological characteristics (motor, morphological and functional). These contents develop the aesthetic culture of movement, proper and beautiful posture, sense of rhythm, harmony, and dynamism. The classes cover children's dances, simple forms of folk and social dances. They can be applied in all stages of the class and in various organizational forms. Their application and distribution in the curriculum depends on the developmental stages of children. The representation of dance content in the curriculum does not have a large share compared to other teaching content of physical education and health. The goals and themes of dance and rhythmic contents are stated. By comparing the Croatian and Slovenian content of dance structures, we can conclude that there are no major deviations. The goals of physical education and health culture of both countries emphasize the development of health, psychosomatic characteristics, positive attitude, and physical exercise habits. Students from 1st to 3rd grade adopt simple forms of rhythmic and dance content, and in 4th grade they improve more complex forms (folk and social dances).