Repertoire › Bagatelle Op.5 No.3 › What to play next
What to play after Bagatelle Op.5 No.3 ?
Anton Diabelli · difficulty 29/100

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
Song Without Words Op.62 No.6 (Spring Song)
Felix Mendelssohn
35/100 +6 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 +6 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
Bagatelle g minor op. 119,1
Ludwig van Beethoven
36/100 +7 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
Bagatelle F major op. 33,3
Ludwig van Beethoven
36/100 +7 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
Sonatina in E-flat major Op.168 No.2
Anton Diabelli
36/100 +7 pts 3-6 weeks
partial transfer low risk to confirm
A short step up, staying in Elementary (around grade 4 ABRSM/RCM). New compared with the previous piece: Style classique and Connaissance des formes — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Balanced step

A genuine step up, without a jolt.

Balanced
Bagatelle Op.119 No.3 in D major
Ludwig van Beethoven
40/100 +11 pts 8-16 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
Op. 102 no. 1 · MWV U 162
Felix Mendelssohn
39/100 +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
Bagatelle Op.119 No.1 in G minor
Ludwig van Beethoven
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). New compared with the previous piece: Balance mains — what matters is quality of attack and evenness of tone, not speed.
Balanced
Prelude in A major Op.28 No.7
Frédéric Chopin
37/100 +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: Legato — 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
10 Bagatelles, op. 34
Jean Sibelius
45/100 +16 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
Bagatelle Op.119 No.9
Ludwig van Beethoven
44/100 +15 pts 16-32 weeks
close skills moderate risk to confirm
An ambitious leap while staying in Elementary (around grade 5 ABRSM/RCM) — only worth starting if the practice time is really there. 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.
Challenge
Bagatelle Op.33 No.2
Ludwig van Beethoven
44/100 +15 pts 16-32 weeks
close skills moderate risk to confirm
An ambitious leap while staying in Elementary (around grade 5 ABRSM/RCM) — only worth starting if the practice time is really there. 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.
Same level

To widen the repertoire without raising the level.

Same level
Sonatina in F major Op.168 No.1
Anton Diabelli
31/100 +2 pts 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: Style classique and Connaissance des formes — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Same level
Mazurka in G minor Op.67 No.2
Frédéric Chopin
31/100 +2 pts 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: Rythmes pointés — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Same level
Sonatina in G major Op.36 No.2
Muzio Clementi
27/100 -2 pts 1-2 weeks
new reflexes 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: Style classique and Connaissance des formes — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
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.