KIDS RING OUT IN THE LLANDAFF MONMOUTH

KIDS. RING. OUT. IN THE LLANDAFF & MONMOUTH DACBR

Objectives 1. To gather youngsters from towers all over the Association together and develop a social life within ringing 2. To broaden their horizons 3. To give extra ringing experience 4. To have fun

Strategies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Good communications Actively seek out new kids Any level of ringing is accepted -even just back strokes Mix of instructional and social activity in each event Personal Award Scheme for ringing achievements Encouraging the use of The Sherbourne Teaching Aids Bell Club Badge Award Scheme High quality helpers/and tutors Offer centralized teaching of bell handling Energetic leaders and helpers Space on the Association web-site Use kids as helpers All activities are based on the type of activity adult ringers pursue Arrange quarter peals

Communication • E – mail – Kids – Parents – Tower captain • • • Texts Phone – kids have my mobile number Facebook group – this means people can comment on photos posted

WHAT DO WE DO? • • Outings – some ringing but mostly social Tours– mostly ringing but some social, e. g. a pub meal or walk Bar-b-ques Courses – Ringing skills workshops - • Use the simulator • Rope splicing Kaleidoscope Ringing Plain Hunt Plain Bob Doubles Grandsire Doubles Stedman Doubles § Enter Striking Competitions • Raise money for charity • HAVE FUN !

OUR FIRST TOUR PENHOW JAN 2004

TAYLOR’S BELL FOUNDRY SUMMER 2005

Pub Supper at The Navigation Inn Wootton Wawen on the way Home

Beach BBQ, Rest bay. Aug 05 Whoops!

ON THE CHURCH ROOF BATHFORD Easter 2006 BY THE CANAL ON THE WAY

Brecon Cathedral. Dec 2006

Boats and Bells Trip 2007

Outing to Skenfrith Jan 2008

Outings 2008 Forest of Dean Forest Sculpture Trail National Show Caves of Wales

PLAIN BOB COURSE Circle of work 2005 Blue line What comes after the bob? HELP! BRAIN OVERLOA

Place Notation is when you write out what bells don’t cross and then don’t cross them when you write it out!!!! Jenny Millar ag ed 12

Grandsire Doubles Course 2006 HE L Bra P! ove in rloa d Long third s Early third s Unaffected thirds

Plain Bob Course 2007

Plain Hunt Course 2008

Ringing Skills Workshops. Using the simulator

Learning to lead on hand bells 123456 Gap 123456

Ringing Fun Workshops. ROPE SPLICING DANCE PLAIN HUNT I hope this is easier than it looks! What? Me lead now?

Quizzes in the pub We will beat those girls

Striking Competition. Llanarth May 2005

Method Ringing Band 2006

Striking Competition Ringers. Nash 2008 4 bands. • Two call changes • Two method. on newt e Shir ids K came e h st in t 1 es hang c call Teenagers don’t like photographs!

Peal Plain Bob Minor. For the Queen’s 80 th Birthday

Raise money for Charity- Run Round Ring 2006

HAVE FUN ! Gotcha! Water Gung e ga me bomb fight g irls v b oys

MORE FUN ! e Th es n go w o ah d n e an sid H p u y s r ppe li lide S

Outcomes What we can do: - • Provide a stimulating environment • Maintain enthusiasm • Increase awareness • Improve ringing • Increase motivation • Establish social links • Teach theory • Teach elementary bell handling Difficulties: - • Tower Captains who bring their adult learners along • Accurately assessing progress • Knowing numbers in advance • Unable to change environment in home towers • Transport

Founders’ Prize 2006

How did we spend the money? PERSONAL ACHIEVEMENT AWARD SCHEME • Certificate and choice of book for: – First quarter inside – First peal • Certificate and presentation of Bell club badges Presented : • On kids ring out trips • In church • In the home tower

Personal Award scheme

What have we learned? • Intensive handling lessons produce better results. • A separate extra weekly practice builds significant foundation skills. • Good handling skills breed self confidence. • Kids benefit from activities designed for them. • Kids thrive on respect. • Communication has to be intensive. • Having fun is important.

What next…………. ? New ideas. 1. Try the same principles with adults • Target recruitment. • Teach intensively-theory and handling mixed. • Design the teaching to suit the learner, not the teacher. • Continue separate early learners’ weekly practices after initial handling lessons. • Apply researched principles of teaching. • Remember- Practice must be enjoyable.

Intensive Courses : -Weekends? -One weekend, one Saturday, and one night in the week? -Every night for a week? – ? Theory • • Safety-watch a bell being rung? Parts of a bell and how it works? Some history? Nomenclature/permutations? Call changes? Blue line and methods? Demonstration of ringing? Meet local band members? – Handling (6 to 7 sessions)

Learner Centred Teaching • Flexible teaching style. • Decisions guided by the tutor but shared with the learner where possible. • Close communications, asking and listening as well as telling. • Criteria for success judged by tutor and learner. • HAS BEEN SHOWN TO MOTIVATE ALL!

Continue separate early learners’ weekly practices after initial handling lessons. This will allow time to: – Establish good handling. – Develop foundation skills. • • Bell control Listening Striking Theory • Learners would be attending their own practice at this time. • Use simulator for this type of practice.

Bell ringing RULES O. K.