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This article presents contributions from the emerging and multidisciplinary research field of Ubiquitous Music (Ubimus) for creative studies and educational practices. Ubimus research focuses on music making in everyday settings, employing creativity-centred design strategies to support creative experiences within artistic and educational endeavours. We report two studies which address the challenges in the design of a creativity support metaphor – time tagging – and that target the application of ecologically grounded creative strategies within formal educational processes as a way to increase social interactions among musicians and laypeople in everyday settings. The first one constitutes a longitudinal planning study featuring group collaborations within the context of educational research activities done by teenagers in a public high school. The second study features several improvisatory sessions by casual participants and musicians at a non-standard venue. We discuss qualitative and quantitative assessments conducted with the teenage students of the first study and with the adult-volunteers of the second study.