Repertoire › Capriccio in E major, op. 118 › What to play next
What to play after Capriccio in E major, op. 118 ?
Felix Mendelssohn · difficulty 50/100

Choose your level of commitment: consolidate, move up a tier or prepare a challenge. The top-ranked cards combine difficulty, risk, shared skills and confidence.

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Gentle step

The safest next step.

Gentle
3 Fantasias or Caprices, op. 16
Felix Mendelssohn
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Capriccio in F major, op. 49
Johann Nepomuk Hummel
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The demand here is musical rather than mechanical: Tempo rubato — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Valse-Caprice no. 1 in A major, op. 30
Gabriel Fauré
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Rythme général — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Song without Words in D minor, "Reiterlied"
Felix Mendelssohn
54/100 +4 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The demand here is musical rather than mechanical: Tempo rubato — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Valse-Caprice no. 2 in D flat major, op. 38
Gabriel Fauré
57/100 +7 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Rythme général — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced step

A genuine step up, without a jolt.

Balanced
Capriccio in E flat major/Eb-
Felix Mendelssohn
60/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Fantasy on The Last Rose of Summer' in E major, op. 15
Felix Mendelssohn
60/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). The demand here is musical rather than mechanical: Tempo rubato — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced
Valse-Caprice no. 3 in G flat major, op. 59
Gabriel Fauré
59/100 +9 pts 10-20 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Rythme général — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced
Valse-caprice no. 4 in A flat major, op. 62
Gabriel Fauré
58/100 +8 pts 10-20 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Rythme général — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Ambitious challenge

A useful leap with guided practice.

Challenge
Grand Caprice no. 1, op. 5, M.13
César Franck
70/100 +20 pts 28-56 weeks
partial transfer high risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Capriccio in F sharp minor, op. 5
Felix Mendelssohn
65/100 +15 pts 24-48 weeks
close skills moderate risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Andante and Rondo capriccioso
Felix Mendelssohn
65/100 +15 pts 24-48 weeks
close skills moderate risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Same level

To widen the repertoire without raising the level.

Same level
Song without Words E major op. 19,1
Felix Mendelssohn
48/100 -2 pts 3-4 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 5 ABRSM/RCM): what changes is the ground. The demand here is musical rather than mechanical: Phrasé — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Same level
Variations on a March by Dressler, WoO 63
Ludwig van Beethoven
48/100 -2 pts 3-4 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 5 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Analyse harmonique and Style classique — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level
Song without Words (Venetian Gondola Song) f sharp minor op. 30,6
Felix Mendelssohn
47/100 -3 pts 3-4 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 5 ABRSM/RCM): what changes is the ground. The demand here is musical rather than mechanical: Phrasé — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Progressions computed from difficulty, skill overlap and style between works. A What do we play next? recommendation should remain a pedagogical starting point, not an automatic prescription.