What to play after Suite Miniature, H. 192: VII. Moderato ?
Bohuslav Martinů · difficulty 47/100

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
Balanced step

A genuine step up, without a jolt.

Balanced
Kleine Suite (Little Suite), op. 23: III. (Altes Tanzliedchen) Massig, doch frisch
Ferruccio Busoni
57/100 +11 pts 10-20 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Vibrato (violoncelle) and Legato d'archet (violoncelle) — what matters is a steady sustained tone: bow speed, contact point and pressure even, before any thought of speed.
Balanced
Suite pour violoncelle et piano, op. 16 : III. Scherzo
Camille Saint-Saëns
58/100 +11 pts 10-20 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Passages rapides and Ornements baroque — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Balanced
Kleine Suite (Little Suite), op. 23: II. Andantino, con grazia
Ferruccio Busoni
59/100 +12 pts 10-20 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Vibrato (violoncelle) and Legato d'archet (violoncelle) — what matters is a steady sustained tone: bow speed, contact point and pressure even, before any thought of speed.
Balanced
Suite pour violoncelle et piano, op. 16 : I. Prélude
Camille Saint-Saëns
55/100 +9 pts 10-20 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: Position du pouce and Ornements baroque — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Same level

To widen the repertoire without raising the level.

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.