Repertoire › Children's Album Op.39 No.1 (Morning Prayer) › What to play next
What to play after Children's Album Op.39 No.1 (Morning Prayer) ?
Pyotr Ilyich Tchaikovsky · difficulty 30/100

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
Children's Album Op.39 No.7 (The Doll's Funeral)
Pyotr Ilyich Tchaikovsky
35/100 +5 pts 3-6 weeks
close skills low risk to confirm
A short step up, staying in Elementary (around grade 4 ABRSM/RCM). New compared with the previous piece: Caractère et style — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Deutscher Tanz G major FXWM VII:24
Franz Xaver Mozart
35/100 +5 pts 3-6 weeks
close skills low risk to confirm
A short step up, staying in Elementary (around grade 4 ABRSM/RCM). 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.
Gentle
Song Without Words Op.62 No.6 (Spring Song)
Felix Mendelssohn
35/100 +5 pts 3-6 weeks
close skills low risk to confirm
A short step up, staying in Elementary (around grade 4 ABRSM/RCM). 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.
Gentle
Remembrance Op.68 No.28
Robert Schumann
35/100 +5 pts 3-6 weeks
close skills low risk to confirm
A short step up, staying in Elementary (around grade 4 ABRSM/RCM). 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.
Gentle
Piano Sonata (Wunderkind) E flat major K. 26
Wolfgang Amadeus Mozart
33/100 +3 pts 3-6 weeks
close skills low risk to confirm
A short step up, staying in Elementary (around grade 4 ABRSM/RCM). 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.
Balanced step

A genuine step up, without a jolt.

Balanced
6. Andante
Béla Bartók
40/100 +10 pts 6-12 weeks
close skills moderate risk to confirm
A real step up, staying in Elementary (around grade 4 ABRSM/RCM). 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.
Balanced
Piano Sonatina A major op. 60,2
Friedrich Kuhlau
43/100 +13 pts 8-16 weeks
close skills moderate risk to confirm
A real step up, staying in Elementary (around grade 5 ABRSM/RCM). 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.
Balanced
Op. 102 no. 1 · MWV U 162
Felix Mendelssohn
39/100 +9 pts 6-12 weeks
close skills moderate risk to confirm
A real step up, staying in Elementary (around grade 4 ABRSM/RCM). 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.
Balanced
3 Morceaux, for piano Op. 9
Pyotr Ilyich Tchaikovsky
38/100 +8 pts 6-12 weeks
close skills moderate risk to confirm
A real step up, staying in Elementary (around grade 4 ABRSM/RCM). The demand here is musical rather than mechanical: Style romantique — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Ambitious challenge

A useful leap with guided practice.

Challenge
3 Morceaux, op. 9
Pyotr Ilyich Tchaikovsky
48/100 +18 pts 16-32 weeks
partial transfer high risk to confirm
An ambitious leap into Intermediate (around grade 5 ABRSM/RCM) — only worth starting if the practice time is really there. 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.
Challenge
Well-tempered Clavier, Book 1, BWV.846-869
Johann Sebastian Bach
47/100 +17 pts 16-32 weeks
new reflexes high risk to confirm
An ambitious leap into Intermediate (around grade 5 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Polyphonie à trois voix ou plus and Connaissance des formes — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Romance in F minor, op. 5
Pyotr Ilyich Tchaikovsky
45/100 +15 pts 16-32 weeks
partial transfer moderate risk to confirm
An ambitious leap into Intermediate (around grade 5 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Voix chantante — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Same level

To widen the repertoire without raising the level.

Same level
Aveu passionné in E
Pyotr Ilyich Tchaikovsky
30/100 same level 2-3 weeks
partial transfer low risk to confirm
Equivalent demands, still Elementary (around grade 3 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Same level
Lullaby
Pyotr Ilyich Tchaikovsky
30/100 same level 2-3 weeks
partial transfer low risk to confirm
Equivalent demands, still Elementary (around grade 3 ABRSM/RCM): what changes is the ground. 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.
Same level
Waltz in B minor Op.69 No.2
Frédéric Chopin
33/100 +3 pts 2-3 weeks
close skills low risk to confirm
Equivalent demands, still Elementary (around grade 4 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.
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.