Repertoire › Polonaise in G flat major, B.36 › What to play next
What to play after Polonaise in G flat major, B.36 ?
Frédéric Chopin · difficulty 70/100

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
Allegro and Scherzo, D.570
Franz Schubert
75/100 +5 pts 7-14 weeks
partial transfer low risk to confirm
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Poème tragique in B flat major, op. 34
Alexander Scriabin
75/100 +5 pts 7-14 weeks
partial transfer low risk to confirm
A short step up, staying in Advanced (around grade 8 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
Polonaise in B flat minor, B.13, "Adieu à Guillaume Kolberg"
Frédéric Chopin
74/100 +4 pts 7-14 weeks
close skills low risk fair confidence
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). The skill that will carry the work: Rythmes pointés and Passages rapides — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
Gentle
Waltz from 'Faust', S.407, R.166
Franz Liszt
74/100 +4 pts 7-14 weeks
partial transfer low risk to confirm
A short step up, staying in Advanced (around grade 8 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
Polonaise in F sharp minor, op. 44
Frédéric Chopin
76/100 +6 pts 7-14 weeks
close skills low risk fair confidence
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Indépendance des mains and Rythmes pointés — 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
Première Rhapsodie, for piano
Claude Debussy
82/100 +12 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). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Ballade no. 4 in F minor, op. 52
Frédéric Chopin
82/100 +12 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). The skill that will carry the work: Octaves — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Polonaise-fantaisie in A flat major, op. 61
Frédéric Chopin
83/100 +13 pts 16-32 weeks
close skills moderate risk fair confidence
A real step up: this piece moves you into Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Ornements romantiques and Analyse harmonique — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced
Ballade no. 2 in B minor, S.171, R.16
Franz Liszt
78/100 +8 pts 14-28 weeks
close skills moderate risk to confirm
A real step up, staying in Advanced (around grade 8 ABRSM/RCM). The skill that will carry the work: Octaves — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Ambitious challenge

A useful leap with guided practice.

Challenge
Variations on a Waltz by Diabelli, op. 120
Ludwig van Beethoven
88/100 +18 pts 32-64 weeks
partial transfer high 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: Connaissance des formes — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Challenge
Mephisto Polka, S.217, R.39
Franz Liszt
90/100 +20 pts 36-72 weeks
close skills high 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: Croisements de mains and Rythmes pointés — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Sonata no. 3 in B minor, op. 58
Frédéric Chopin
91/100 +21 pts 36-72 weeks
partial transfer high 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: Connaissance des formes and Passages rapides — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level

To widen the repertoire without raising the level.

Same level
Mazurkas, op. 59
Frédéric Chopin
68/100 -2 pts 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 7 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
4 Valses oubliées, S.215, R.37
Franz Liszt
67/100 -2 pts 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 7 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
Mazurkas, op. 56
Frédéric Chopin
67/100 -3 pts 4-7 weeks
partial transfer low risk to confirm
Equivalent demands, still Advanced (around grade 7 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.
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.