Repertoire › Valse-scherzo no. 2 in A › What to play next
What to play after Valse-scherzo no. 2 in A ?
Pyotr Ilyich Tchaikovsky · difficulty 68/100

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
Ballade, for piano, op. 9
César Franck
72/100 +4 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). 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.
Gentle
Waltzes, op. 70
Frédéric Chopin
74/100 +6 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). The skill that will carry the work: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Gentle
Waltz from 'Faust', S.407, R.166
Franz Liszt
74/100 +6 pts 7-14 weeks
partial transfer low risk to confirm
A short step up, staying in Advanced (around grade 8 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
Allegro and Scherzo, D.570
Franz Schubert
75/100 +7 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). 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.
Gentle
Waltzes, op. 69
Frédéric Chopin
71/100 +3 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 7 ABRSM/RCM). The demand here is musical rather than mechanical: Legato — 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
Scherzo no. 4 in E major, op. 54
Frédéric Chopin
82/100 +14 pts 16-32 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into 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.
Balanced
Scherzo no. 3 in C sharp minor, op. 39
Frédéric Chopin
82/100 +14 pts 16-32 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Great repertoire (diploma level, beyond grade 8). 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
Scherzo in G minor, S.153
Franz Liszt
82/100 +14 pts 16-32 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into 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.
Balanced
Scherzo and capriccio in F sharp minor
Felix Mendelssohn
82/100 +14 pts 16-32 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into 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
Scherzo and March, S.177
Franz Liszt
84/100 +16 pts 32-64 weeks
close skills high risk to confirm
An ambitious leap into Great repertoire (diploma level, beyond grade 8) — 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
Variations on a Waltz by Diabelli, op. 120
Ludwig van Beethoven
88/100 +20 pts 32-64 weeks
partial transfer high risk to confirm
An ambitious leap into Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Connaissance des formes — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Challenge
Valse impromptu, S.213, R.36
Franz Liszt
83/100 +15 pts 32-64 weeks
close skills moderate risk to confirm
An ambitious leap into Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Ornements romantiques and Indépendance des mains — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Same level

To widen the repertoire without raising the level.

Same level
Ballades, op. 10
Johannes Brahms
68/100 same level 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 7 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Voix chantante and Passages rapides — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Same level
Mazurkas, op. 41
Frédéric Chopin
66/100 -2 pts 4-7 weeks
close skills low risk to confirm
Equivalent demands, still Advanced (around grade 7 ABRSM/RCM): what changes is the ground. The demand here is musical rather than mechanical: Legato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Valse caprice in D major, op. 4
Pyotr Ilyich Tchaikovsky
65/100 -3 pts 4-7 weeks
close skills low risk to confirm
Equivalent demands, still Advanced (around grade 7 ABRSM/RCM): what changes is the ground. The demand here is musical rather than mechanical: Legato — 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.