Repertoire › Behr: Lachtaubchen, op. 303, "Polka de WR" › What to play next
What to play after Behr: Lachtaubchen, op. 303, "Polka de WR" ?
Sergei Rachmaninoff · difficulty 58/100

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
Mazurka in B-flat major, B.73
Frédéric Chopin
62/100 +4 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 7 ABRSM/RCM). The skill that will carry the work: Rythmes pointés — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Mazurkas, op. 30
Frédéric Chopin
62/100 +4 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 7 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.
Gentle
3 Ballet Scenes as Concert Waltzes, op. 33a, KiV 238
Ferruccio Busoni
65/100 +7 pts 6-12 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Fantaisie sur 2 airs polonaise, op. 15
César Franck
65/100 +7 pts 6-12 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Passages rapides and Rythmes pointés — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Csardas obstine, for piano, S618/R300
Franz Liszt
65/100 +7 pts 6-12 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Advanced (around grade 7 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
Hélèné, polka in D minor
Alexander Borodin
70/100 +12 pts 14-28 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Style impressionniste — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Balanced
2 Polonaises, S.223, R.44
Franz Liszt
68/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 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
Mazurkas, op. 56
Frédéric Chopin
67/100 +9 pts 12-24 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 ABRSM/RCM). The skill that will carry the work: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Balanced
Mazurkas, op. 50
Frédéric Chopin
67/100 +9 pts 12-24 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 ABRSM/RCM). The skill that will carry the work: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Ambitious challenge

A useful leap with guided practice.

Challenge
Polonaise in F sharp minor, op. 44
Frédéric Chopin
76/100 +18 pts 28-56 weeks
partial transfer high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Passages rapides and Rythmes pointés — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Etude-tableaux Op.33
Sergei Rachmaninoff
77/100 +19 pts 28-56 weeks
partial transfer high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Gammes et arpèges — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Tarantelle in A flat major, op. 43
Frédéric Chopin
77/100 +19 pts 28-56 weeks
partial transfer high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Staccato and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level

To widen the repertoire without raising the level.

Same level
Variations on a Minuet by Haibel, WoO 68
Ludwig van Beethoven
57/100 -1 pts 4-6 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 6 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Connaissance des formes — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level
Mazurkas, op. 67
Frédéric Chopin
56/100 -2 pts 4-6 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 6 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Mazurkas, op. 6
Frédéric Chopin
56/100 -2 pts 4-6 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 6 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Demi-pédale — the pedal is set by ear, note by note: misjudged, it blurs the harmony instead of joining it.
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.