Level 3 – Introduction to Change Ringing

Level 3 takes ringers from Called Changes to Change Ringing, building up to ringing the treble and covering to methods.

Recent Achievers

Hattie Bird
William Rogers
Harry Thorne-Henderson

Start change ringing

The ultimate goal for most bell ringers is to ring changes. This is when bell ringers follow a pattern called a method, in which the bells change the order in which they strike at every stroke.

You'll learn about the structure of methods, how to remember them and how to control your bell so that it strikes in the right place. There is often some theory and reading to do, but your teacher will help out with advice.

Level 3 introduces the fundamental ringing pattern (method) called ‘Plain Hunt’. You will begin ringing this pattern as part of a group of 3 or 4 bells and ringers, and then work up to ringing with a 5, 6 or even 8 bells and ringers. You will also get your first experience of conducting which involves brief commands to start and stop the ringing of a method pattern.

To complete Level 3, you will ring your first quarter peal using your new ropesight skills to ring a performance piece.

Information for teachers

Level 3 includes Plain Hunt on 3 or more bells, plus trebling and covering to Doubles methods. Conducting begins with saying “Go” and “That’s all” for Plain Hunt on five, and the Level is passed when the ringer completes a quarter peal on the treble to Doubles and a quarter peal on the tenor behind to Doubles. Two quarter peals can be rung on the treble if the tenor is too large or the ringer too small to ring the tenor for Level 3.

The skills of moving the bell through the other bells is developed through Plain Hunt on 3, 4 and 5 bells, starting on different bells, and with an encouragement to count places rather than ringing by numbers. Development of ropesight is aided by ringing the treble to Bastow Minimus, Cloister Doubles, Plain Bob Minimus, Little Bob Minor and Grandsire Doubles.

Other activities include raising and lowering in peal and covering to Plain Hunt or other Doubles methods. Once again, previously developed skills are reinforced.

Theoretical teaching should be based on how to move through bells, counting places, and understanding the concept of a course and after bell. Students should be able to write out Plain Hunt on 3, 4 and 5 in addition to basic start, stop conducting. Additional challenges, where necessary, are to use Original Doubles/Minor, raising/lowering in peal on 6 bells and trebling to varied coursing order methods. Further practice on listening can be done using a simulator.