Repertoire › Polonaise in G minor, B.1 › What to play next
What to play after Polonaise in G minor, B.1 ?
Frédéric Chopin · difficulty 76/100

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
Ballade, for piano no. 2 in B minor, S.170a
Franz Liszt
80/100 +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). 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.
Gentle
Ballade in the Form of Variations on an Norwegian Melody in G minor, op. 24
Edvard Grieg
80/100 +4 pts 7-14 weeks
close skills low risk to confirm
A short step up, staying in Advanced (around grade 8 ABRSM/RCM). New compared with the previous piece: Connaissance des formes and Polyphonie à trois voix ou plus — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Gentle
Ballade no. 4 in F minor, op. 52
Frédéric Chopin
82/100 +6 pts 8-16 weeks
close skills low risk fair confidence
A short step up — but it is the one that 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.
Gentle
Polonaise-fantaisie in A flat major, op. 61
Frédéric Chopin
83/100 +7 pts 8-16 weeks
close skills low risk fair confidence
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: Analyse harmonique and Ornements romantiques — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Gentle
Valse impromptu, S.213, R.36
Franz Liszt
83/100 +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). The skill that will carry the work: Passages rapides and Ornements romantiques — 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
Ballade no. 1, S.170, "Le Chant du Croise"
Franz Liszt
85/100 +9 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
Scherzo no. 3 in F sharp minor
Mily Balakirev
85/100 +9 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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Scherzo no. 1 in B minor
Mily Balakirev
85/100 +9 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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Mephisto Polka, S.217, R.39
Franz Liszt
90/100 +14 pts 18-36 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: Croisements de mains and Rythmes pointés — 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
Liszt: Cadenza on Hungarian Rhapsody no. 2, TN iii/6
Sergei Rachmaninoff
92/100 +16 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: Doubles notes and Rythmes pointés — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Mephisto Waltz no. 4, S.696
Franz Liszt
92/100 +16 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: Trilles and Rythmes pointés — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Mephisto Waltz no. 3, S.216, R.38
Franz Liszt
92/100 +16 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: Trilles — 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
Tarantelle in A flat major, op. 43
Frédéric Chopin
77/100 +1 pts 5-8 weeks
close skills 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: Staccato and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Scherzo in E flat minor, op. 4
Johannes Brahms
77/100 +1 pts 5-8 weeks
close skills 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: Staccato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Same level
Waltzes, op. 70
Frédéric Chopin
74/100 -2 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: 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.