Repertoire › Écossaise No. 3, Op. posth. 72, No. 3/c › What to play next
What to play after Écossaise No. 3, Op. posth. 72, No. 3/c ?
Frédéric Chopin · difficulty 52/100

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
Mazurka no. 10 in B-flat major, op. 17 no. 1
Frédéric Chopin
56/100 +4 pts 5-10 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: 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.
Gentle
Waltz No. 16 in A-flat major, Op. posth.
Frédéric Chopin
56/100 +4 pts 5-10 weeks
partial transfer low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
L'Auguste, polonaise in F major, H.122, Wq.117, no. 22
Carl Philipp Emanuel Bach
55/100 +3 pts 5-10 weeks
partial transfer low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Octaves and Style classique — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Danse sacrée
Ernest Bloch
55/100 +3 pts 5-10 weeks
partial transfer low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Style moderne et contemporain — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Marche écossaise, sur un thème populaire, for piano 4-hands, L.77
Claude Debussy
55/100 +3 pts 5-10 weeks
new reflexes low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Style impressionniste — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Balanced step

A genuine step up, without a jolt.

Balanced
Waltz No. 13 in D-flat major, Op. 70, No. 3
Frédéric Chopin
62/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 7 ABRSM/RCM). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Tarantelle styrienne, L. 69, CD 77a
Claude Debussy
62/100 +10 pts 12-24 weeks
partial transfer moderate risk to confirm
A real step up, staying in Intermediate (around grade 7 ABRSM/RCM). New compared with the previous piece: Demi-pédale and Passages rapides — the pedal is set by ear, note by note: misjudged, it blurs the harmony instead of joining it.
Balanced
Mazurka op. 41 nr. 4
Frédéric Chopin
60/100 +8 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Rythmes pointés and Passages rapides — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced
Polonaise, WWV 23a
Richard Wagner
60/100 +8 pts 12-24 weeks
partial transfer moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Octaves 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
Valse-Scherzo op. 34
Pyotr Ilyich Tchaikovsky
69/100 +17 pts 24-48 weeks
partial transfer high 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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Mazurkas, op. 59
Frédéric Chopin
68/100 +16 pts 24-48 weeks
new reflexes high 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: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Challenge
Mazurkas, op. 56
Frédéric Chopin
67/100 +15 pts 24-48 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: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Same level

To widen the repertoire without raising the level.

Same level
Mazurka in A minor Op.7 No.2
Frédéric Chopin
52/100 same level 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: Ornements romantiques and Rythmes pointés — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Same level
Polka poétique g minor op. 8,2
Bedrich Smetana
50/100 -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. The skill that will carry the work: Caractère et style — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Same level
Mazurka in A minor Op.17 No.4
Frédéric Chopin
49/100 -3 pts 3-4 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 5 ABRSM/RCM): what changes is the ground. The skill that will carry the work: Rythmes pointés — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
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.