The simplest way of using a simulator is to silence the bells and practise using simulated sound only. This allows almost unlimited practice without disturbing the neighbours.
You can also add variety and fun by changing which bell is the tenor or even the sounds of the bells. Duck quacks are currently in vogue, however you can ring the front six of an eight, but have them sounding like the back six on a major scale, which may be easier for younger ringers.
Finally you can try exercises or practise unusual combinations without worrying what it might sound like outside.
Once they have practised these exercises using the simulator, new ringers will be ready for the daunting task of ringing open rounds with a band, and they are unlikely to go too far wrong. It can be very demotivating at this stage to ring with others for the first time with insufficient practice and preparation beforehand and to find you cannot do it.
Teaching someone on an open bell for an hour or more, possibly several times a week, will not generally endear you to the neighbours. A silenced bell at this stage is the only option, but without a simulator there the ringer is not learning when the bell strikes in relation to their movements, and the movement of the rope – a critically important lesson.
If the new ringer does not get used to this from the outset, it can be difficult and time consuming to teach later. However, if simulated sound is used from the very first lesson then both the new ringers and the neighbours will benefit.
Monique was watching the moving ringers at this stage and you may have noticed that she was grabbing at her sally a bit so it was too fast and the backstroke was correspondingly slow. We showed her the striking analysis which proved this.
After this clip was taken we asked her to turn away from the screen and just listen. Almost magically she adjusted the timing of her pulls the get her H/S and B/S spot on. We were all so pleased. She loved ringing with the simulator. When we next followed up with ringing on three real bells she proceeded to ring dodging in 2-3, under at B/S, really well.
Three blind mice
Start with rounds on just three bells, as this is easier for the new ringer to pick out their bell. Increase the number of bells as they hear their bell and become more confident.
Practise ringing rounds at a steady speed before trying to ring the bells open. Get your ringer to follow you but allow the computer to put in the sound of the remaining bells.
Ringing slowly and even setting every handstroke and backstroke, in preparation for ringing rounds on open bells and waiting for other ringers. Allow your ringer to ring different bells to each exercise in order to develop their bell control.
Quicker and slower strokes
Change the speed of ringing on the simulator (e.g. 2h 30m and 3h 30m peal speed) to allow them to practise ringing at different speeds (equivalent to moving down or up a place) including taking out and letting in rope.
I’m sorry I haven’t a clue
Let them ring one bell to an even rhythm then turn the sound off for several blows and see if they have maintained the beat. Alternatively you can turn the screen off if they are watching it, in order to see how they manage without.
Two bells are rung at the same time. The learner’s bell is silent and the learner tries to ring in time with an experienced ringer on the other bell. This helps the learner get used to the feel and movement of ringing.
It is also possible to practise raising and lowering, as the latest versions of the software can drop from double clappering to single clappering as the bell lowers, in a somewhat realistic way, if a ‘bottom dead centre’ sensor system is used. However, it is not possible to mimic chiming.
Safe and competent bell handling including raising and lowering a bell.
» Foundation Skills – Learning the Ropes Level 2