What to play after Violin Sonata no. 3 in D minor, op. 108 ?
Johannes Brahms · difficulty 77/100

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 no. 3 in A minor, op. 25, "Dans le caractere populaire roumain"
George Enescu
82/100 +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: Positions hautes and Doigté complexe — practise it slowly, separating left hand from bow: bow alone on open strings, then the fingering silently.
Gentle
Fantasia in C for Violin and Piano, D.934, op. posth.159, "Sei mir gegrüsst!"
Franz Schubert
84/100 +6 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: Ornements romantiques and Vibrato — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Gentle
Violin Sonata, op. 134
Dmitri Shostakovich
84/100 +7 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: Style moderne et contemporain and Intonation — the notes are not enough: articulation and ornaments follow performance conventions best checked in an urtext edition.
Gentle
Violin Sonata no. 2 in E minor, op. 36a: II. Presto
Ferruccio Busoni
80/100 +3 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 Positions hautes — 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.

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.