Repertoire › Waltz no. 15 in E major, B. 44, KK IVa/12 › What to play next
What to play after Waltz no. 15 in E major, B. 44, KK IVa/12 ?
Frédéric Chopin · difficulty 55/100

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
Valse lyrique, op. 96a
Jean Sibelius
60/100 +5 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Caractère et style — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Valse folle
Jules Massenet
60/100 +5 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). 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.
Gentle
Grande valse di bravura, for piano 4-hands, S.615, "Le bal de Berne"
Franz Liszt
60/100 +5 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). 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.
Gentle
Waltz no. 2 in A‐flat major, op. 34 no. 1
Frédéric Chopin
62/100 +7 pts 6-12 weeks
close skills low risk fair confidence
A short step up, staying in Intermediate (around grade 7 ABRSM/RCM). The skill that will carry the work: Ornements romantiques and Balance mains — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Gentle
Waltz no. 19 in A minor, B. 150, KK IVb/11
Frédéric Chopin
58/100 +3 pts 5-10 weeks
close skills low risk fair confidence
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Ornements romantiques and Balance mains — 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
Waltzes, op. 64
Frédéric Chopin
65/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Balanced
4 Valses oubliées, S.215, R.37
Franz Liszt
67/100 +12 pts 12-24 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 ABRSM/RCM). The skill that will carry the work: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced
Waltz in A flat major, op. 42
Frédéric Chopin
69/100 +14 pts 12-24 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 7 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
Valse mignonne
Ruggero Leoncavallo
63/100 +8 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 7 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
Waltzes, op. 70
Frédéric Chopin
74/100 +19 pts 28-56 weeks
close skills high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Challenge
Waltz no. 8 in A‐flat major, op. 64 no. 3
Frédéric Chopin
70/100 +15 pts 28-56 weeks
partial transfer moderate risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. The skill that will carry the work: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Challenge
Paraphrase on Tchaikovsky's Flower Waltz
Percy Grainger
70/100 +15 pts 28-56 weeks
new reflexes moderate risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Style moderne et contemporain and Octaves — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Same level

To widen the repertoire without raising the level.

Same level
Mazurkas, op. 7
Frédéric Chopin
56/100 +1 pts 4-6 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 6 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Demi-pédale — the pedal is set by ear, note by note: misjudged, it blurs the harmony instead of joining it.
Same level
Polonaise A flat major KK IVa,2
Frédéric Chopin
53/100 -2 pts 4-6 weeks
new reflexes low risk to confirm
Equivalent demands, still Intermediate (around grade 6 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Polonaise D major
Wilhelm Friedemann Bach
52/100 -3 pts 4-6 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 6 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.
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.