Repertoire › Impromptus op. 90 D.899 : Impromptu no 4 en la bémol majeur › What to play next
What to play after Impromptus op. 90 D.899 : Impromptu no 4 en la bémol majeur ?
Franz Schubert · 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 +4 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: Trilles — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Sonate D.845 : IV. Rondo : Allegro vivace
Franz Schubert
75/100 +4 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: Analyse harmonique and Voix chantante — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Gentle
Sonate D.960 : IV. Allegro ma non troppo
Franz Schubert
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). New compared with the previous piece: Polyphonie à trois voix ou plus — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Rhapsody in B minor Op.79 No.1
Johannes Brahms
78/100 +6 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
Piano Sonata no. 8 in A minor, K.310
Wolfgang Amadeus Mozart
74/100 +3 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: Connaissance des formes and Style classique — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Balanced step

A genuine step up, without a jolt.

Balanced
Valse impromptu, S.213, R.36
Franz Liszt
83/100 +12 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: Ornements romantiques and Passages rapides — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced
Piano Sonata no. 17 in D major, D.850, op. 53, "Gasteiner"
Franz Schubert
82/100 +10 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: Analyse harmonique and Balance mains — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Balanced
Piano Sonata B flat major op. post. D 960
Franz Schubert
81/100 +10 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: Connaissance des formes and Polyphonie à trois voix ou plus — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Ambitious challenge

A useful leap with guided practice.

Challenge
Hungarian Rhapsody no. 2
Franz Liszt
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: Octaves — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Variations on a Theme by Paganini, op. 35
Johannes Brahms
87/100 +15 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 +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: 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.
Same level

To widen the repertoire without raising the level.

Same level
Ballade No.1 in G minor Op.23
Frédéric Chopin
71/100 -1 pts 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 Sonata G major op. 78 D 894
Franz Schubert
74/100 +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: Analyse harmonique and Voix chantante — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level
Piano Sonata no. 16 in A minor, D.845, op. 42
Franz Schubert
74/100 +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: Analyse harmonique and Passages rapides — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
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.