Estimated from our difficulty score, not taken from an exam syllabus. Checked against 333 works on the ABRSM syllabus: the exact grade is right 7 times out of 10, and within one grade 99 times out of 100.
Difficulty estimate by MusicCoach on a scale of 1 to 100.
Most works cluster between 45 and 65: a small score gap often marks a real step. The highlighted bar shows this work among those for the same instrument.
The MusicCoach difficulty measures a work's overall demands (technique, reading, stamina) on a shared 0-100 scale, consolidated from editorial and pedagogical reference points (Henle, exam syllabuses, curation) and our own analyses. It measures neither musical value nor the practice time YOU will need: two musicians of the same level can experience the same work very differently depending on their strengths (hands used to octaves, quick sight-reading…). The confidence reflects how many reference points sit behind the score and how well they agree — a lightly documented score is flagged “to validate”. For a truly personal bearing, the diagnostic and your space compare each work to YOUR estimated level, which the score alone cannot do.
Does this rating look right to you?
This rating is computed automatically from heterogeneous sources. It gets things wrong, sometimes badly. If you know this work, your answer is worth more than our computation: it tells us which ratings to review.
Each suggestion combines difficulty gap, risk, confidence and skill overlap. The first two cards in each column are the most useful pedagogically.
The safest next step.
A genuine step up, without a jolt.
A useful leap with guided practice.
This set of studies feels sharp and percussive, with repeated figures and close intervals that call for clear articulation rather than diffuse romantic expression. You will specifically face the skill labeled “Technique générale (2.5/5),” which here means precise finger and wrist control to keep attacks clean and maintain rhythmic steadiness in fast figures, and “Doubles notes (2.5/5),” which requires managing the hand to strike two-voice textures simultaneously—accurate finger placement, balanced pressure and sometimes stretches—without losing wrist stability. These études belong to Bartók's pedagogical output, designed to build targeted technical abilities rather than serve primarily as standalone concert pieces, and they occupy a practical place in his piano works. I do not provide a reference performance here out of caution regarding the exact availability and attribution of recordings.