Repertoire › Valses Nobles › What to play next
What to play after Valses Nobles ?
Franz Schubert · 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
Waltz No. 8 in A flat major, Op. 64, No. 3
Frédéric Chopin
60/100 +5 pts 6-12 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: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Overture, D 12
Franz Schubert
59/100 +4 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Style classique — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Overture, D 8A
Franz Schubert
61/100 +6 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 7 ABRSM/RCM). The skill that will carry the work: Style classique — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Valse-Caprice no. 3 in G flat major, op. 59
Gabriel Fauré
59/100 +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: Rythme général — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Valse-caprice no. 4 in A flat major, op. 62
Gabriel Fauré
58/100 +3 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: Rythme général — 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 in D-flat major Op.64 No.1 (Minute Waltz)
Frédéric Chopin
66/100 +11 pts 12-24 weeks
new reflexes 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: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
4 Valses oubliées, S.215, R.37
Franz Liszt
67/100 +12 pts 12-24 weeks
new reflexes 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: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced
Variation on a Waltz by Diabelli, S.161
Johann Nepomuk Hummel
64/100 +9 pts 12-24 weeks
new reflexes moderate risk to confirm
A real step up, staying in Intermediate (around grade 7 ABRSM/RCM). New compared with the previous piece: Connaissance des formes — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Balanced
Waltz in A flat major, op. 42
Frédéric Chopin
69/100 +14 pts 12-24 weeks
new reflexes 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: 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
Paraphrase on Tchaikovsky's Flower Waltz
Percy Grainger
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. 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.
Challenge
Valse-scherzo no. 1 in A major, op. 7
Pyotr Ilyich Tchaikovsky
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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Waltz no. 8 in A‐flat major, op. 64 no. 3
Frédéric Chopin
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: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Same level

To widen the repertoire without raising the level.

Same level
Mazurkas, op. 67
Frédéric Chopin
56/100 +1 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: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Mazurkas, op. 68
Frédéric Chopin
54/100 -1 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: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Same level
Eine Kleine Gigue in G major, K.574
Wolfgang Amadeus Mozart
57/100 +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: Style baroque and Ornements baroque — 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.