Repertoire › E flat major MWV 82 (fragment) › What to play next
What to play after E flat major MWV 82 (fragment) ?
Felix Mendelssohn · 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: Nuances — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Gentle
Playsong (with two pentatonic scales)
Béla Bartók
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 skill that will carry the work: Lecture à vue — keep it up with daily reading of easy pieces rather than grinding one passage.
Gentle
Prelude in E minor Op.28 No.4
Frédéric Chopin
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: Legato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Piano Sonatina from "6 Sonatine Nuove" G major Wq 63,7
Carl Philipp Emanuel Bach
32/100 +4 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
Children's Piece MWV U 165
Felix Mendelssohn
35/100 +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.
Balanced step

A genuine step up, without a jolt.

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: Nuances — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Balanced
Song Without Words Op.30 No.3
Felix Mendelssohn
41/100 +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: Nuances — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Balanced
Prelude in A major Op.28 No.7
Frédéric Chopin
37/100 +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: Nuances — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Balanced
Tale
Béla Bartók
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: Phrasé — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Ambitious challenge

A useful leap with guided practice.

Challenge
Well-tempered Clavier, Book 1, BWV.846-869
Johann Sebastian Bach
47/100 +18 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
Gondola Song A major
Felix Mendelssohn
45/100 +16 pts 16-32 weeks
close skills high 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: Nuances — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Challenge
Song Without Words Op.30 No.6 in F-sharp minor
Felix Mendelssohn
44/100 +16 pts 16-32 weeks
partial transfer high 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. 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
Ostinato in C minor
Felix Mendelssohn
30/100 +1 pts 2-3 weeks
new reflexes 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
Nachspiel in D
Felix Mendelssohn
30/100 +1 pts 2-3 weeks
new reflexes 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
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.