Repertoire › Allegretto d minor › What to play next
What to play after Allegretto d minor ?
Clara Wieck-Schumann · difficulty 71/100

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
Fantaisie-Impromptu Op.66
Frédéric Chopin
76/100 +5 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
La Soirée dans Grenade
Claude Debussy
76/100 +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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Dodecaphonic Tango
Isaac Albéniz
77/100 +6 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). The 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
Polonaise G flat major KK IVa,8
Frédéric Chopin
74/100 +4 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: Octaves — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Preludes for Piano no. 3
Sergei Prokofiev
74/100 +3 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 8 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
Klavierstück op. 33b
Arnold Schoenberg
81/100 +11 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 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
Kreisleriana Op.16
Robert Schumann
83/100 +12 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
Rondo à la Mazur in F major, op. 5
Frédéric Chopin
80/100 +9 pts 14-28 weeks
partial transfer moderate risk to confirm
A real 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.
Balanced
Rondo C major op. post 73A
Frédéric Chopin
80/100 +9 pts 14-28 weeks
close skills moderate risk to confirm
A real step up, staying in Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Ambitious challenge

A useful leap with guided practice.

Challenge
Variations on a Theme by Paganini, op. 35
Johannes Brahms
87/100 +16 pts 32-64 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: Connaissance des formes and Voix chantante — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Challenge
Goldberg Variations, BWV.988
Johann Sebastian Bach
87/100 +16 pts 32-64 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: 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
Islamey Op.18
Mily Balakirev
86/100 +15 pts 32-64 weeks
new reflexes 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: Rythmes pointés and Octaves — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Same level

To widen the repertoire without raising the level.

Same level
Ballade No.1 in G minor Op.23
Frédéric Chopin
71/100 same level 5-8 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: Connaissance des formes and Octaves — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level
Piano Piece g minor
Clara Wieck-Schumann
70/100 same level 5-8 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
Allegro vivace A major
Clara Wieck-Schumann
69/100 -2 pts 4-7 weeks
new reflexes low risk to confirm
Next piece in the same collection, Advanced (around grade 7 ABRSM/RCM): the order its editor chose, a progression already tested. 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.