Repertoire › Polonaise g sharp minor KK IVa,3 › What to play next
What to play after Polonaise g sharp minor KK IVa,3 ?
Frédéric Chopin · difficulty 76/100

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
Sonata Op.57 (Appassionata)
Ludwig van Beethoven
81/100 +5 pts 8-16 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Trilles and Connaissance des formes — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Première Rhapsodie, for piano
Claude Debussy
82/100 +6 pts 8-16 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Ballade no. 4 in F minor, op. 52
Frédéric Chopin
82/100 +6 pts 8-16 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Ballade, for piano no. 2 in B minor, S.170a
Franz Liszt
80/100 +4 pts 8-16 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Polonaise-fantaisie in A flat major, op. 61
Frédéric Chopin
83/100 +6 pts 8-16 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Ornements romantiques and Analyse harmonique — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced step

A genuine step up, without a jolt.

Balanced
Ballade no. 1, S.170, "Le Chant du Croise"
Franz Liszt
85/100 +9 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: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Scherzo no. 1 in B minor
Mily Balakirev
85/100 +9 pts 16-32 weeks
partial transfer 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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Mephisto Polka, S.217, R.39
Franz Liszt
90/100 +14 pts 18-36 weeks
partial transfer 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: Croisements de mains and Rythmes pointés — 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
Hungarian Rhapsody no. 6
Franz Liszt
93/100 +17 pts 36-72 weeks
new reflexes 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: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Hungarian Rhapsody no. 12
Franz Liszt
92/100 +15 pts 36-72 weeks
new reflexes 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: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Polonaise b flat minor KK IVa,5
Frédéric Chopin
65/100 -11 pts 24-48 weeks
close skills moderate risk to confirm
Next piece in the same collection, Intermediate (around grade 7 ABRSM/RCM): the order its editor chose, a progression already tested. The skill that will carry the work: Octaves — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level

To widen the repertoire without raising the level.

Same level
Rhapsody in B minor Op.79 No.1
Johannes Brahms
78/100 +2 pts 5-8 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 8 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
Ballade No.2 in F major Op.38
Frédéric Chopin
79/100 +2 pts 5-8 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 8 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Connaissance des formes and Passages rapides — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level
Scherzo No.2 in B-flat minor Op.31
Frédéric Chopin
73/100 -3 pts 5-8 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 8 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Staccato — 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.