Repertoire › Violin Sonata no. 4: III. Toccata-Rondo › What to play next
What to play after Violin Sonata no. 4: III. Toccata-Rondo ?
George Antheil · difficulty 79/100

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
Violin Sonata, op. 134
Dmitri Shostakovich
84/100 +5 pts 8-16 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Intonation and Connaissance des formes — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Gentle
Violin Sonata no. 1 in C sharp minor, op. 21, BB84, Sz.75
Béla Bartók
83/100 +4 pts 8-16 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Rythme d'archet complexe and Martelé — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Fantasy for Violin and Piano, op. 47
Arnold Schoenberg
85/100 +6 pts 8-16 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Intonation and Style moderne et contemporain — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Gentle
Violin Sonata no. 2 in C major, BB85, Sz.76
Béla Bartók
83/100 +4 pts 8-16 weeks
close skills low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Staccato and Rythme d'archet complexe — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Gentle
Violin Sonata no. 3 in A minor, op. 25, "Dans le caractere populaire roumain"
George Enescu
82/100 +3 pts 8-16 weeks
partial transfer low risk to confirm
A short step up — but it is the one that moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Doubles cordes and Doigté complexe — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Balanced step

A genuine step up, without a jolt.

Balanced
Concerto-Rhapsody for Violin and Orchestra in B flat minor
Aram Khachaturian
90/100 +11 pts 18-36 weeks
new reflexes moderate risk to confirm
A real step up: this piece moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Octaves and Style moderne et contemporain — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Balanced
Dikhthas, for violin and piano
Iannis Xenakis
90/100 +11 pts 16-32 weeks
partial transfer moderate risk to confirm
A real step up: this piece moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Rythme d'archet complexe and Harmoniques — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced
Sonata for Violin Solo, BB124, Sz.117
Béla Bartók
89/100 +10 pts 16-32 weeks
close skills moderate risk to confirm
A real step up: this piece moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Doubles cordes and Vibrato — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Balanced
Violin Concerto, op. 36
Arnold Schoenberg
89/100 +10 pts 16-32 weeks
partial transfer moderate risk to confirm
A real step up: this piece moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Indépendance des mains and Style moderne et contemporain — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Ambitious challenge

A useful leap with guided practice.

Challenge
Violin Sonata in F minor, "Au tombeau d'après la sonate de Pietro Antonio Locatelli"
Eugene Ysaÿe
94/100 +15 pts 36-72 weeks
close skills moderate 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: Harmoniques and Doigté complexe — 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.

Same level
Rhapsody for Violin and Piano no. 1, BB94a, Sz.86
Béla Bartók
80/100 +1 pts 5-8 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 8 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Octaves and Rythme d'archet complexe — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Same level
Toccata, for violin and piano
William Walton
80/100 +1 pts 6-9 weeks
partial transfer low risk to confirm
Equivalent demands, right at the edge of Great repertoire (diploma level, beyond grade 8): different ground, same level. What changes is the skill in play: Staccato and Rythme d'archet complexe — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Same level
Rhapsody for Violin and Piano no. 2, BB96a, Sz.89
Béla Bartók
81/100 +2 pts 6-9 weeks
partial transfer low risk to confirm
Equivalent demands, right at the edge of Great repertoire (diploma level, beyond grade 8): different ground, same level. What changes is the skill in play: Octaves and Rythme d'archet complexe — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
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.