Repertoire › Rondo in E flat major, op. 16 › What to play next
What to play after Rondo in E flat major, op. 16 ?
Frédéric Chopin · difficulty 81/100

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.

Back to the full work page
Gentle step

The safest next step.

Gentle
Valse à capriccio, sur deux motifs de 'Lucia et Parisina', S.401, R.155
Franz Liszt
85/100 +4 pts 8-16 weeks
close skills low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Doubles notes — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Fantasia in F sharp minor, WWV 22
Richard Wagner
85/100 +4 pts 8-16 weeks
close skills low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). The demand here is musical rather than mechanical: Legato — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Festklänge, symphonic poem for piano, S.511d
Franz Liszt
88/100 +7 pts 8-16 weeks
close skills low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). The skill that will carry the work: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Fugue in A minor, KKIVc/2
Frédéric Chopin
88/100 +7 pts 8-16 weeks
partial transfer low risk to confirm
A short step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Analyse harmonique and Polyphonie à trois voix ou plus — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Balanced step

A genuine step up, without a jolt.

Balanced
Fantasie über Motive aus Figaro und Don Juan, S.697
Franz Liszt
92/100 +11 pts 18-36 weeks
close skills moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Polyphonie à trois voix ou plus — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Sonata no. 3 in B minor, op. 58
Frédéric Chopin
91/100 +10 pts 18-36 weeks
partial transfer moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). 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.
Balanced
Valhalla from 'Der Ring des Nibelungen', S.449, R.282
Franz Liszt
90/100 +9 pts 18-36 weeks
close skills moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Ornements romantiques and Demi-pédale — ornaments must be secure before the piece goes up to tempo, otherwise they break the line instead of decorating it.
Balanced
Fantasy in C major, op. 17
Robert Schumann
90/100 +9 pts 16-32 weeks
close skills moderate risk to confirm
A real step up, staying in Great repertoire (diploma level, beyond grade 8). New compared with the previous piece: Analyse harmonique — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Ambitious challenge

A useful leap with guided practice.

Challenge
Ab irato, S.143, "The Perfect Etude"
Franz Liszt
100/100 +19 pts 40-80 weeks
partial transfer high risk to confirm
An ambitious leap while staying in Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Gammes et arpèges and Demi-pédale — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
A.r.
Iannis Xenakis
100/100 +19 pts 40-80 weeks
new reflexes high risk to confirm
An ambitious leap while staying in Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Technique générale — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Fantasy and Fugue on the Chorale Ad nos, ad salutarem undam, S.624, R.314
Franz Liszt
98/100 +17 pts 36-72 weeks
close skills high risk to confirm
An ambitious leap while staying in Great repertoire (diploma level, beyond grade 8) — only worth starting if the practice time is really there. New compared with the previous piece: Analyse harmonique — 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
Rondo C major op. post 73A
Frédéric Chopin
80/100 -1 pts 5-8 weeks
partial transfer low risk to confirm
Next piece in the same collection, Advanced (around grade 8 ABRSM/RCM): the order its editor chose, a progression already tested. What changes is the skill in play: Contrôle du toucher — what matters is quality of attack and evenness of tone, not speed.
Same level
Toccata, op. 7
Robert Schumann
79/100 -2 pts 5-8 weeks
partial transfer low risk to confirm
Equivalent demands, right at the edge of Advanced (around grade 8 ABRSM/RCM): different ground, same level. 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
Polonaise no. 6 in A flat major, op. 53, "Heroic"
Frédéric Chopin
84/100 +3 pts 6-9 weeks
partial transfer low risk to confirm
Equivalent demands, still Great repertoire (diploma level, beyond grade 8): what changes is the ground. What changes is the skill in play: Rythmes pointés and Passages rapides — the pitfall is the pulse drifting as soon as the writing thickens: subdivide with the metronome.
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.