Repertoire › Waltz in F major Op.34 No.3 › What to play next
What to play after Waltz in F major Op.34 No.3 ?
Frédéric Chopin · difficulty 55/100

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
Waltz in C-sharp minor Op.64 No.2
Frédéric Chopin
60/100 +5 pts 6-12 weeks
close skills low risk fair confidence
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Gentle
Valse lyrique, op. 96a
Jean Sibelius
60/100 +5 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Caractère et style — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Helvétia, 3 waltzes, op. 17
Vincent d'Indy
60/100 +5 pts 6-12 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: Style romantique — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Valse folle
Jules Massenet
60/100 +5 pts 6-12 weeks
partial transfer low risk to confirm
A short step up, staying in Intermediate (around grade 6 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.
Gentle
Waltz no. 2 in A‐flat major, op. 34 no. 1
Frédéric Chopin
62/100 +6 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: Balance mains and Ornements romantiques — what matters is quality of attack and evenness of tone, not speed.
Balanced step

A genuine step up, without a jolt.

Balanced
Waltz in D-flat major Op.64 No.1 (Minute Waltz)
Frédéric Chopin
66/100 +11 pts 12-24 weeks
close skills moderate risk fair confidence
A real step up: this piece moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Valse in C
Georges Bizet
67/100 +12 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 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.
Balanced
4 Valses oubliées, S.215, R.37
Franz Liszt
67/100 +12 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: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced
Waltz no. 3 in A minor, op. 34 no. 2
Frédéric Chopin
64/100 +9 pts 12-24 weeks
close skills moderate risk fair confidence
A real step up, staying in Intermediate (around grade 7 ABRSM/RCM). The skill that will carry the work: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Ambitious challenge

A useful leap with guided practice.

Challenge
Waltzes, op. 70
Frédéric Chopin
74/100 +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: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Challenge
Waltzes, op. 69
Frédéric Chopin
71/100 +16 pts 28-56 weeks
close skills high risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. 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.
Challenge
La Valse (piano solo)
Maurice Ravel
76/100 +21 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: Style impressionniste — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Same level

To widen the repertoire without raising the level.

Same level
Mazurkas, op. 67
Frédéric Chopin
56/100 same level 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
Minuet a minor
Claude Debussy
55/100 same level 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: Style impressionniste — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Same level
Mazurkas, op. 68
Frédéric Chopin
54/100 -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: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
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.