Repertoire › Mazurkas, op. 6 › What to play next
What to play after Mazurkas, op. 6 ?
Frédéric Chopin · difficulty 56/100

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
20 Mazurkas, op. 50, M56
Karol Szymanowski
60/100 +4 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 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.
Gentle
Helvétia, 3 waltzes, op. 17
Vincent d'Indy
60/100 +4 pts 6-12 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 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.
Gentle
Mazurka de salon in D minor, op. 96, B.31/2, "Ricordatti"
Isaac Albéniz
60/100 +4 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: Rythmes pointés and Staccato — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Mazurkas, op. 30
Frédéric Chopin
62/100 +6 pts 6-12 weeks
close skills low risk fair confidence
A short step up, staying in Intermediate (around grade 7 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.
Gentle
Mazurkas, op. 33
Frédéric Chopin
59/100 +3 pts 5-10 weeks
close skills low risk fair confidence
A short step up, staying in Intermediate (around grade 6 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 step

A genuine step up, without a jolt.

Balanced
Mazurkas, op. 41
Frédéric Chopin
66/100 +10 pts 12-24 weeks
close skills moderate risk fair confidence
A real step up: this piece 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
Mazurkas, op. 63
Frédéric Chopin
68/100 +12 pts 12-24 weeks
close skills moderate risk fair confidence
A real step up: this piece 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
9 Mazurkas, op. 25
Alexander Scriabin
65/100 +9 pts 12-24 weeks
close skills 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: Tempo rubato — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Balanced
6 Mazurkas de salon, for piano, op. 66, B.12
Isaac Albéniz
65/100 +9 pts 12-24 weeks
close skills 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: Tempo rubato — 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
Polonaises, op. 71
Frédéric Chopin
72/100 +17 pts 28-56 weeks
close skills high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. 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.
Challenge
Mazurka pour piano composee par un amateur de St. Petersbourg, S.384
Franz Liszt
72/100 +16 pts 28-56 weeks
close skills high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Rythmes pointés — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Challenge
Tarantelle in A flat major, op. 43
Frédéric Chopin
77/100 +21 pts 28-56 weeks
partial transfer high risk to confirm
An ambitious leap into Advanced (around grade 8 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Staccato and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level

To widen the repertoire without raising the level.

Same level
Waltz in F major Op.34 No.3
Frédéric Chopin
55/100 same level 4-6 weeks
partial transfer 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: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Same level
Waltz no. 12 in F minor, op. 70 no. 2
Frédéric Chopin
56/100 +1 pts 4-6 weeks
partial transfer 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: Ornements romantiques — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Same level
Variations on a Minuet by Haibel, WoO 68
Ludwig van Beethoven
57/100 +1 pts 4-6 weeks
close skills 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: Connaissance des formes — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
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.