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

Judith Faux
Simon Lockhart
Nathan Gould

Start change ringing

To get the most out of bell ringing, the challenges lie in change ringing. This is when bell ringers follow a pattern called a method, where the bells change the order in which they strike each time.

You'll learn about the structure of methods, how to remember them and how to move the place in the order that your bell strikes. 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 at ‘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’ that uses your new skills in ‘ropesight’ 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 beings with saying “Go” and “That’s all” for Plain Hunt on 5, and the Level is passed when the ringer completes a Quarter Peal of trebling to Doubles and a Quarter Peal of tenoring to Doubles. (Note: 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.)

Skills of moving the bell through the other bells is developed through Plain Hunt on 3, 4 and 5 bells, starting on different bells, with an encouragement of place counting. Development of ropesight is aided by the use of Trebling 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 to be reinforced.

Theoretical teaching should be based on how to move through bells, counting places, understanding course bell 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.