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This study is among the first that attempt to define a methodology for creativity-centred software design in educational contexts, more specifically for musical activities in ubiquitous settings. We propose and apply a set of design techniques – the Ubimus Planning and the Ubimus Design protocols – as alternatives to experimental procedures that leave out relevant aspects of social and procedural dimensions in educational research. Two workshops were conducted to assess both technological and domain- specific requirements for support of creative musical activities. The first workshop was conducted with music teachers and school teachers that had no formal musical training. The objective of this workshop was to assess domain-specific requirements for musical creative activities by educational staff. The second workshop focused on technological support for tool development by non-musicians. This workshop yielded two software projects that involved user evaluations of creative processes. Participants in the corresponding user studies included both musicians and non-musicians. The Ubimus Planning protocol served to raise important questions regarding technolog - ical usage by musicians and naive subjects in educational contexts. Non-technical approaches, such as those proposed by traditional soundscape activities, may not be suited for introducing non-musicians to sonic composition. Naive subjects may respond better to technologically based approaches, such as those used in ecocomposi - tion. The Ubimus Design approach proved to be effective to test the usability of musi - cal tools at early stages of development. Prototypes were implemented and usability studies were carried out by undergraduate IT students within a three-week time slot. Sharp differences were observed in the type of requirements expressed by musicians and non-musicians regarding creativity support tools. Nevertheless, both groups of subjects assessed the use of software prototypes within exploratory musical activities as being fun and expressive.