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.
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Skills not yet identified for this work.
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 Étude du Martelé in C major has a pointed, percussive character: short phrases, sharp accents and a rhythmic drive that calls for clarity rather than long, singing lines. With no specific skills provided for this piece, I rely on the title, genre and stated difficulty: you will need to work the martelé bowing — producing crisp, regular bow attacks while keeping steady intonation — and sustain controlled energy across the open register, which matches the piece's moderate difficulty. The period is listed as unknown, but it is clearly one of Paganini's technical studies aimed at developing bowing technique within his pedagogical output.