Repertoire › Kreisleriana Op.16 › What to play next
What to play after Kreisleriana Op.16 ?
Robert Schumann · difficulty 83/100

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
Toccata in E flat minor, op. 11
Aram Khachaturian
88/100 +5 pts 8-16 weeks
partial transfer low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Style moderne et contemporain and Staccato — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Toccata Scarlatti Primo Tono, Torino, Fondo Foà-Giorgano, Ms.401
Alessandro Scarlatti
89/100 +6 pts 8-16 weeks
partial transfer low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Style baroque and Ornements baroque — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Toccata per cembalo in Re minore
Alessandro Scarlatti
89/100 +6 pts 8-16 weeks
partial transfer low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Style baroque and Ornements baroque — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Toccata, op. 11
Sergei Prokofiev
86/100 +4 pts 8-16 weeks
partial transfer low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Style moderne et contemporain and Doubles notes — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
3. Bewegt
Arnold Schoenberg
86/100 +3 pts 8-16 weeks
close skills low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced step

A genuine step up, without a jolt.

Balanced
Mephisto Waltz no. 4, S.216a, R.60c, "Bagatelle sans tonalité"
Franz Liszt
93/100 +10 pts 18-36 weeks
partial transfer moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Trilles and Rythmes pointés — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Feux d'artifice
Claude Debussy
93/100 +10 pts 18-36 weeks
partial transfer moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Doubles notes — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Toccata, S.197a, R.60
Franz Liszt
91/100 +8 pts 18-36 weeks
partial transfer moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). The skill that will carry the work: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Ambitious challenge

A useful leap with guided practice.

Challenge
Ab irato, S.143, "The Perfect Etude"
Franz Liszt
100/100 +17 pts 40-80 weeks
new reflexes high risk to confirm
An ambitious leap while staying in Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Gammes et arpèges and Demi-pédale — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Fantasy and Fugue on the Chorale Ad nos, ad salutarem undam, S.624, R.314
Franz Liszt
98/100 +15 pts 36-72 weeks
new reflexes moderate risk to confirm
An ambitious leap while staying in Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Analyse harmonique — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Challenge
Fantasy in C major, op. 17
Robert Schumann
90/100 +7 pts 32-64 weeks
new reflexes low risk to confirm
Next piece in the same collection, Great repertoire (diploma level, beyond grade 8): the order its editor chose, a progression already tested. New compared with the previous piece: Analyse harmonique — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level

To widen the repertoire without raising the level.

Same level
Symphonic Études Op.13
Robert Schumann
83/100 +1 pts 6-9 weeks
new reflexes low risk to confirm
Equivalent demands, still Great repertoire (diploma level, beyond grade 8): what changes is the ground. What changes is the skill in play: Octaves and Connaissance des formes — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Concert Etudes on Caprices by Paganini, op. 10
Robert Schumann
84/100 +1 pts 6-9 weeks
new reflexes low risk to confirm
Equivalent demands, still Great repertoire (diploma level, beyond grade 8): what changes is the ground. What changes is the skill in play: Octaves — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Sonata Op.57 (Appassionata)
Ludwig van Beethoven
81/100 -2 pts 6-9 weeks
new reflexes low risk to confirm
Equivalent demands, still Great repertoire (diploma level, beyond grade 8): what changes is the ground. What changes is the skill in play: Trilles and Connaissance des formes — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
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.