In this paper, it will be mentioned the importance of book report and creative ways we can approach students by motivating them to read and explore literary works. The theoretical part brings the review of a literary definition of a fairy tale, emphasizing the characteristics of the folk tale. Then, follows the preview of the book report development and reading list in Croatia which is followed by a student relationship towards the book report and reading in general. Moreover, the concept of a creative approach to reading with an explanation of the principles on which it is based is also elaborated. One of the aims of the literature class is to make reading habits and develop love towards reading. Nowadays, students are reluctant to read and books from the book report are rarely the only literary works they encounter. Therefore, it is significant to adjust approaches and methods in reading processing, as well as reading diaries, to allow students to read with pleasure and curiosity. Considering that, the second part of the paper contains the practical implementation of the creative approach to the book report following the example of the folk tale Mala vila. Her analysis is presented in two methodological systems - a somewhat more traditional interpretive-analytical system and an open methodological system that is considered to be one of the most modern. Interpretive-analytical class, regarding the stages which determine it, is designed using the transition of creative and dynamic activities such as kamishibai storytelling, narrative path, question marks, and pages of a secret diary of a fairy tale character. An open methodological system brings up a connection of literary art with the theatrical. The students will explore in parallel the content of a fairy tale and a principle of shadow theatre. Although in quite different systems, both examples of the class organization are designed to enable students to directly research and work on literary works. The whole process is followed by a state of immersion and curiosity without it is impossible to develop students’ interest in the reading of literary works of art and literature in general.