Ensure you have a treble ringer who is leading well and a tenor ringer with a good sense of rhythm. Place competent ringers on either side of the inexperienced ringer.
For the very first Call Change it is easier for your ringer to work with the bells he is already looking towards and following in rounds, that is to say to get the ringer to move down a place out of rounds and up a place to get back into rounds. If you choose this option it means that the ringer cannot ring the 2, as, at this point in his ringing development he or she is unlikely to have learnt how to lead.
Explain to your ringer that this whole pull warning gives them the opportunity to adjust the intervening backstroke to enable the bell to be moved into the new place more easily, putting less energy in when preparing to move down a place. When ringing the handstroke more quickly, putting in more energy is necessary to make the bell swing higher in preparation for holding up the following handstroke when moving up a place.
The ringer needs to understand what happens at a call, which bells are affected, and in what way. So, if the call is 3 to 4:
The use of questions to check understanding ensures the ringer has processed the information. For example: “when your bell is called to move down [or up] does it have to ring more quickly or more slowly?” This may seem obvious to the teacher but when first asked, this question may confuse new ringers.
When the ringing is settled ask:
And when they have advanced a little:
The teacher should:
This whole process can then be repeated again by calling the ringer to move up a place, i.e. looking to his or her left to move up and to the right to move down again into rounds.
When a ringer can accurately move up and down a place and return to steady rounds, they are ready to move on to more complicated sequences. The ringer can be introduced to common sequences such as:
Queens: 1 3 5 2 4 6
Tittums: 1 4 2 5 3 6
Whittingtons: 1 5 3 2 4 6
Whilst ringing more complicated sequences the teacher should use questions such as “what place in the row is your bell sounding?” This process continues until the teacher is certain that the ringer is always aware of their place in the row. Another ringer could be used to stand behind and ask these questions.
To help reinforce the sense of place in the row a ringer can be asked to call simple Call Changes, for example to call themselves up and then back down a place or two places.
A ringer who finds this exercise easy can move on to calling more complex sequences such as the bells into Queens or Tittums and back into rounds.The use of exercises such as these can give the teacher an indication of the ringers who already have a good idea of where each bell is at each call.
The ringers can be asked to say the number of the place they are ringing in. Starting with the bell leading the ringer says “lead or first”, the bell in seconds place then says “second”, this progresses around the circle until all the ringers have said the number of the place they are ringing in.
Once the ringer is confidently ringing Call Changes and is:
Variations can be added this will develop skills and provide interest:
Direct your ringers to this SmART Ringer page where they can learn more of the theory and practice of Call Changes.