Repertoire › Mazurka in G major, op. 67 no. 1 › What to play next
What to play after Mazurka in G major, op. 67 no. 1 ?
Frédéric Chopin · difficulty 64/100

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.

Back to the full work page
Gentle step

The safest next step.

Gentle
Mazurka in C major, op. 56 no. 2
Frédéric Chopin
70/100 +6 pts 7-14 weeks
close skills low risk fair confidence
A short step up — but it is the one that moves you into Advanced (around grade 7 ABRSM/RCM). The skill that will carry the work: Rythme général — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
4 Valses oubliées, S.215, R.37
Franz Liszt
67/100 +3 pts 6-12 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Gentle
Mazurka in G minor, op. 67 no. 2
Frédéric Chopin
67/100 +3 pts 6-12 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Advanced (around grade 7 ABRSM/RCM). New compared with the previous piece: Syncopes — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Valse in C
Georges Bizet
67/100 +3 pts 6-12 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Advanced (around grade 7 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.
Balanced step

A genuine step up, without a jolt.

Balanced
Waltz from 'Faust', S.407, R.166
Franz Liszt
74/100 +10 pts 14-28 weeks
partial transfer moderate risk to confirm
A real step up: this piece moves you into 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
Mazurka in C minor, op. 56 no. 3
Frédéric Chopin
72/100 +8 pts 14-28 weeks
partial transfer moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Syncopes and Passages rapides — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced
Mazurka in B major, op. 63 no. 1
Frédéric Chopin
72/100 +8 pts 14-28 weeks
partial transfer moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Mazurka pour piano composee par un amateur de St. Petersbourg, S.384
Franz Liszt
72/100 +8 pts 14-28 weeks
new reflexes moderate risk to confirm
A real step up: this piece moves you into Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Rythmes pointés — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Ambitious challenge

A useful leap with guided practice.

Challenge
Mephisto Waltz No.1 S.514
Franz Liszt
82/100 +18 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: Trilles — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Polonaise-fantaisie in A flat major, op. 61
Frédéric Chopin
83/100 +19 pts 32-64 weeks
partial transfer 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: Ornements romantiques and Analyse harmonique — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Challenge
Polonaise no. 6 in A flat major, op. 53, "Heroic"
Frédéric Chopin
84/100 +20 pts 32-64 weeks
partial transfer 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: Rythmes pointés and Passages rapides — 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
Danse (Tarentelle styrienne)
Claude Debussy
64/100 same level 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 7 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Style impressionniste — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Same level
Waltz in D-flat major Op.64 No.1 (Minute Waltz)
Frédéric Chopin
66/100 +2 pts 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, right at the edge of Advanced (around grade 7 ABRSM/RCM): different ground, same level. What changes is the skill in play: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Polonaises, op. 26
Frédéric Chopin
67/100 +3 pts 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, right at the edge of Advanced (around grade 7 ABRSM/RCM): different ground, same level. 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.
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.