SlideShare a Scribd company logo
AFRICAN AMERICANS
CONGA DRUMS
Brief review
HISTORY AND AMERICAN MUSIC
THOMAS ATKINSON
M.A. ED
BIO
 Uncle of Eric Atkinson
 Teacher of multiple subjects for 30 years.
Mostly alternative education For elementary thru
adults. Retired two years ago.
 Student of life and Humanities and Afrocentric
studies
 Musician percussion, vocals, guitar, keyboard,
NAF
 Gardening, photography, reading, travel
 Live learn love laugh
 Music started training 3rd grade played thru Jr
college
 Became paraplegic due to single car roll over
which broke my back in April 1975.Afterwhich, I
transitioned to hand drums and percussions. It
was not much of a transition though, since I was
already trained from years of school percussion.
By August of that year I was in a band playing
congas. I already had the A.A. went back to
school and pecked away at college earned a B.A.
and Teaching credentials in 1987 from CSUSB.
M.A. From Claremont in 1997.
 Trained under 3rd generation Cuban Master
drummer Long John Oliva
In the beginning
 All aboriginal people drum especially on the African
continent
 Drums serve the purpose of providing music for
ceremonies spiritual and social, seasonal
celebrations
 They help with the bonding of the community
 They were also used for communication…. as in
talking drums
 Many different types of drums male and female and
child drums
 Family connection is reflected in three drum sets of
mother father and child
 “It is the expansion and contraction in the universe that
produces the vibration and the pulsation that causes life
to be; and that’s why the drum is such a powerful
instrument in Africa, because the drum represents the
notion of the initial vibration energy; that every vibration
you make is perpetuated throughout time...it never
ceases to be.”
 Prof James Small
 Photo: Artist Unknown
NGOMAS/ MAKUTAS
 Conga heads were originally made from
rawhide. Rawhide is still the most popular
material for heads, but today, synthetic
heads, made of plastics & other materials,
are also available.
 The skin heads of the original congas
were nailed to the wooden shell; before
each performance the nailed the heads
where heated by a brazier to obtain the
desired tension. Today, the skin is held in
place by a set of rings & tuning lugs,
which also serve to adjust the tension.
NGOMAS aka MAKUTAS
 The conga is a descendant of conical shaped drums
called Makuta or Ngoma.
 The name changed via Europeans who decided
they came from the area of Africa the Congo
 Or there was a dance craze out of Cuba called the
conga in which the ngoma was featured
 The conga has gone through several changes in
form and materials since it was originally created.
Today's congas are more rounded than its conical
ancestor. The conga was originally made from
wood, but is available today in fiberglass as well.
Drum design, as the examples show (8A-8D) did not
change very much
in their transplantation from Africa to Haiti and Thompson
claims that this
goes beyond superficial identities in material and design to
"method ortuning" and "similarities of meter, tempo and
attack." There are Petro drums, representing the two major
branches of voodoo. The Rada is for agricultural rites and
derived from the Yoruba/Dahomean ritual complex whereas
the Petro or Petro-Lemba is Kongo/Angola intluenced-
Lemba for
a North Kongo cult of that name; Petro from Pedro, a
messianic figure who pg 398 egypt child of africa Van
Sertima on voodoo
Drum body
DJEMBE CONGA
Rotten Christopher Columbus
 When Columbus returned in 1493 he brought a force
of 17 ships. He began to implement slavery and
mass-extermination of the Taino population of the
Caribbean. Within three years five million were dead.
Fifty years later the Spanish census recorded only
200 living! Las Casas, the primary historian of the
Columbian era, writes of numerous accounts of the
horrendous acts that the Spanish colonists inflicted
upon the indigenous people, which included hanging
them en masse, roasting them on spits, hacking their
children into pieces to be used as dog food, and the
list continues.
 Which led to the African MAAFA due to the genocide
of the native aboriginals in the Americas
Spanish Christians at work
Looking kind and benevolent C.C.
 Setting up shop on the large island he called Espanola
(today Haiti and the Dominican Republic), he promptly
instituted policies of slavery (encomiendo) and
systematic extermination against the native Taino
population.[6] Columbus’ programs reduced Taino
numbers from as many as 8 million at the outset of his
regime to about 3 million in 1496.[7] Perhaps 100,00
were left by the time of the governor’s departure. His
policies, however, remained, with the result that by 1514
the Spanish census of the island showed barely 22,000
Indians remaining alive. In 1542, only two hundred were
recorded.[8] Thereafter, they were considered extinct, as
were Indians throughout the Caribbean Basin, an
aggregate population which totaled more than 15 million
at the point of first contact with the Admiral of the Ocean
Sea, as Columbus was known.[9]
http://theanarchistlibrary.org/library/ward-churchill-
deconstructing-the-columbus-myth
Europeans arrival effect
 By the time Christopher Columbus reached the
Caribbean in 1492, historians estimate that there
were 10 million indigenous peoples living in U.S.
territory. But by 1900, the number had reduced to
less than 300,000.
 European expansion into North America – whether to
find gold, escape religious persecution or start a new
life – led to the destruction of Native American
livelihoods. Disease was a major killer, followed by
malnutrition. Colonists in search of gold staged
violent ambushes on tribal villages, fueling animosity
with Natives. Several wars broke out between tribes
and American settlers which led to large death tolls,
land dispossession, oppression and blatant racism.
Slavery in the Americas begins
 Having committed genocide against the native
aboriginal workforce The Europeans needed slaves
and they; having the blessing of the Holy Catholic
Church colluded with the Jewish Bankers and the
Mohammedans(Muslims).
 The three religions allowed for such abuses of
cultural others infidels, gentiles or goyim and
“savages” or pagans
 And so they began to raid Africa
 How did native Africans view the Europeans Jews
Arabic slavers? Two Thousand Seasons reading.
Slavery numbers
 A total of about 600,000 slaves were imported into the
Thirteen Colonies and the U.S, constituting 6% of the
twelve million slaves brought from Africa to the
Americas. The great majority of African slaves were
transported to sugar colonies in the Caribbean and to
Brazil.
 Slavery in the United States - Wikipedia, the free
encyclopedia
 en.wikipedia.org/wiki/Slavery_in_the_United_StatesWiki
pedia
 Well over 90 percent of African slaves were imported into
the Caribbean and South America. Only about 6 percent
of imports went directly to British North America. Yet by
1825, the U.S. had a quarter of blacks in the New World.
10-20% did not survive the middle passage… 4 million
dead.
Mutiny and escape
 Among the untold history are the stories of the
number of mutinies by Africans during the Middle
Passage as well as the numbers of revolts once they
arrived. This is contray to the line that Africans just
accepted slavery.
 The slavers were bringing warriors and doctors and
farmers, builders, medicine men and women,
mothers fathers ands kids. Then brutalizing them into
“accepting “ their lot
 There were many mutinies as well as revolts in the
early years of bringing the Africans i.e. Amistad and
Stono
 http://whgbetc.com/mind/slave_revolts_2.html 16
other revolts
From the start
 San Miguel de Gualdape
 The first enslaved Africans arrived in what is now the United
States as part of the San Miguel de Gualdape colony (most
likely located in the Winyah Bay area of present-day South
Carolina), founded by Spanish explorer Lucas Vásquez de
Ayllón in 1526. On October 18, 1526, Ayllón died and the
colony was almost immediately disrupted by a fight over
leadership, during which the slaves revolted and fled the
colony to seek refuge among local Native Americans.[15] Many
of the colonists died shortly afterwards of an epidemic, and the
colony was abandoned, leaving the escaped enslaved
Africans behind in what is now South Carolina. In addition to
being the first instance of enslaved Africans in the United
States, San Miguel de Guadalpe was also the first
documented slave rebellion on North American soil.

 40 years later the successful Spanish colonization
of the Florida peninsula began at St. Augustine in
1565. The Spanish colonists enjoyed a brief period
of relative stability before Florida came under attack
from resentful Native Americans and ambitious
English colonists to the north in the 17th century.
Spain's last-minute entry into the French and Indian
War on the side of France cost it Florida, which the
British acquired through the first Treaty of Paris in
1763. After 20 years of British rule, however, Florida
was returned to Spain as part of the second Treaty
of Paris, which ended the American Revolution in
1783. Spain ceded the problem to the U S at no cost
on Febuary 22, 1819.
 http://www.history.com/this-day-in-history/the-us-
acquires-spanish-florida
 The Spanish had Florida and they had the problem of
fighting the hundreds of Africans who had escaped and
joined the last of the Native Aboriginals deep in the
everglades. They became known as Seminoles.
 They set up communities and began to live as they did
before being captured. They drummed and built the
sense of connection camaraderie amongst themselves.
They also organized to fight.
http://whgbetc.com/mind/slave_revolts_2.html
 . The first war on U S soil was the Seminole
Wars, (1817–18, 1835–42, 1855–58), three conflicts
between the United States and the Seminole Indians of
Florida in the period before the American Civil War, that
ultimately resulted in the opening of the Seminole’s
desirable land for white exploitation and settlement. In
the end many Seminoles assimilated and lost their drums
to become civilized and “ Christian”. African drums are
lost again except for the outliers who held onto their
ways and spirituality /religion.
VOO DOO DRUMS
 Long before acquiring Florida American slavers had
learned from Spain experience. The drums they
once let their slave play had to be taken away as a
means of better controlling the slave. The Slavers
learned that the Africans were communicating with
the drums and that certain beats were war drums.
So except for the outliers i.e. Africans/Seminoles the
drums were not to be had by the masses. Then after
the Seminole wars they were forced back
underground except for Santeria, Vous Dou (voo
doo), Hoo Doo practitioners
Voodoo drums
Jungle type drum played by Dizzy Gillespies drummer Chano
Pozo. He beats on the drum with his hands instead of sticks
What Dizzy and others started
 Dizzy being one of Americas premier musicians
traveled the world and in particular had many gigs in
Cuba. There he mingled with the people andenjoyed
many a rumba. He met Chano Pozo via Mario Bauza
and thought he may be on to something with fusing
the beats those guys played on those long tom
toms.Chano came to New York and hooked up with
Dizzy,where they gave birth to Latin Jazz or Cubop.
 It worked very well and opened the door for many
others. To name a few… Machito and the Afro-
Cubans, Candido Cameron, Mongo Santamaria,
Franciso Aguabella, Armando Peraza, Pancho
Quinto and Desi Arnez aka Ricky Ricardo husband
to Lucille Ball.
Ricky Ricardo aka Desi Arnaz
IMPACT
 The conga derived its importance because of the
way its music could speak to musicians and
listeners. Born from Cuban percussionists, the
conga's impact lies in its cultural ties with Cuban
traditional and commercial music and its present use
in popular Carnival, Mardi Gras, or night club music
in the United States. With the different strokes which
can be applied during the playing of the drums, the
conga can be felt melodically, harmonically and
rhythmically through the manipulations of the
performers. This carved out an important niche
within the Cuban and African ensembles which
feature its unique and personal sounds.
 The conga has also been featured in the fusion of Latin
and Jazz music. As Latin-Jazz composers utilized the
elements of Samba and Bossa Nova in the rhythmic
aspects of their music, the use of conga drums defined
the musical arrangements by such artists as Cal Tjader,
Antonio Carlos Jobim and João Gilberto. In Latin jazz
bands, percussion is a prominent element and thus the
conga becomes an integral part of the Latin percussion
section. Long-time Duke Ellington arranger, Maurice
Peress, used conga drums in his orchestral version of
Ellington's Jazz suite, Three Black Kings. Jazz trumpeter,
Dizzy Gillespie used conga drums in his arrangements in
the late 1940s when he collaborated with Cuban conga
virtuoso, Chano Pozo resulting in a style referred to by
some as "Cubop.“ Mongo Santamaria sold thousands of
records.
Back in the mainstream
 In the United States, Desi Arnez was among the first mainstream
artists to introduce the conga-type drum to a larger audience
though the medium of television. Candido Camero is a Cuban
percussionist played congas for many Afro-Cuban jazz acts since
the 1950s. In later popular music the conga became an important
aspect of percussion sections largely due to the influence of
guitarist Carlos Santana who synthesized Latin musical elements
with more traditional pop elements. Other popular Latin artists
who used congas and Latin percussion in their arrangements
include Gloria Estefan, Ricky Martin, Shakira, Jennifer Lopez and
Marc Anthony. The popular rock-jazz band Chicago added
Brazilian percussionist, Laudir DeOliveira to the group's line-up in
1974 and used conga drums in a number of their hit songs
including Call on Me. The Detroit-based R & B band, Rare Earth
used conga drums prominently in several of their chart-topping
hits for Motown Records, including I Just Want to Celebrate, Hey,
Big Brother, and Get Ready. The Motown standard, Standing in
the Shadows of Love features the conga work of Eddie "Bongo"
Brown, a musician who performed on many other Motown tracks.
Carlos Santana percussion section
 Three conga head sizes emerged from the conical African drum.
 The name of the head sizes gives insight to that drum’s functions. For
instance, even today, the names describe the drums pitch, tempos &
rhythms it will play.
 Quinto, Conga & Tumbadora or Tumba are the three sizes.
 The Quinto is the high pitched, small head conga. It is the solo drum,
played by soloists.
 The Quinto is as the singer of the band. The quinto is used to drum a
melody; to accent; to sing, laugh & cry.
 The Conga is the mid-range, medium head conga. It plays the middle
parts of three-part rhythms.
 The Conga is the most versatile size. Although it is theoretically
intended for the middle drum parts, in practice it is also used to play
high drum & low drum parts. The Conga size is sometimes referred to
as the Segundo.
 The Tumba is the low pitched, large head conga. The Tumba plays the
low drum rhythm parts. Tumba is short for Tumbadora. The Tumba is
sometimes referred to as the Salidor.
 When the conga was first becoming popular congeros (conga players)
would play only one drum at a time. Hence the rhythm parts were
strongly assigned and the players were experts in their parts.
 As players developed and mastered conga playing techniques the
music and rhythm arrangements grew with increasing complexity.
Within this development the congeros began playing two & three
drums simultaneously.
From Jungle drums
MODERN NGOMA PLAYERS
To modern Conga drumming
FOR FURTHER LEARNING
 Chancellor Williams Destruction of African Civilization
 Ivan Van Sertima They Came Before Columbus
 Dr. Yosef Ben Jochanan all historical
 John H. Clarke Columbus and the African
Holocaust
 Muata Ashby all spirituality African Yoga
 Marimba Ani Yurugu: An African Centered
Critique of European Cultural Thought
 J.A. Rogers Worlds Great Men Of Color Vol 1
 John G Jackson Christianity Before Christ
 Walter Williams The Historical Origin of Christianity
 Ayi Kwei Armah Two Thousand Seasons
also posted on SLIDE SHARE is the black towns project

More Related Content

What's hot

Prelude 1 Enjoyment of Music 3rd Ed.
Prelude 1 Enjoyment of Music 3rd Ed.Prelude 1 Enjoyment of Music 3rd Ed.
Prelude 1 Enjoyment of Music 3rd Ed.
Laura Riddle
 
Chapter 17 Glory Be: Music for the Renaissance Mass
Chapter 17 Glory Be: Music for the Renaissance MassChapter 17 Glory Be: Music for the Renaissance Mass
Chapter 17 Glory Be: Music for the Renaissance Mass
Laura Riddle
 
Music of cambodia
Music of cambodiaMusic of cambodia
Music of cambodia
MartinGeraldine
 
Presentation.pptx
Presentation.pptxPresentation.pptx
Presentation.pptx
EVANGELINELLAVAN
 
Traditional african dance
Traditional african danceTraditional african dance
Traditional african danceEleanor Crowley
 
Resumen musica venezolana
Resumen musica venezolanaResumen musica venezolana
Resumen musica venezolana
Héctor Rago
 
Chapter 9 Voices and Instrument Families
Chapter 9 Voices and Instrument FamiliesChapter 9 Voices and Instrument Families
Chapter 9 Voices and Instrument Families
Laura Riddle
 
Malaysian Music
Malaysian MusicMalaysian Music
Malaysian Music
Juan Miguel Palero
 
Chapter 14 Symbols & Puzzles: Machaut and the Medieval Mind
Chapter 14 Symbols & Puzzles: Machaut and the Medieval MindChapter 14 Symbols & Puzzles: Machaut and the Medieval Mind
Chapter 14 Symbols & Puzzles: Machaut and the Medieval Mind
Laura Riddle
 
Chapter 10 Western Musical Instruments
Chapter 10 Western Musical InstrumentsChapter 10 Western Musical Instruments
Chapter 10 Western Musical Instruments
Laura Riddle
 
Music of cambodia
Music of cambodiaMusic of cambodia
Music of cambodia
YhanzieCapilitan
 
Cordillera Music session 2
Cordillera Music session 2Cordillera Music session 2
Cordillera Music session 2
S Marley
 
Traditional Thai Musical Instruments (1/ 2)
Traditional Thai Musical Instruments (1/ 2)Traditional Thai Musical Instruments (1/ 2)
Traditional Thai Musical Instruments (1/ 2)
Panich Buasam-ang
 
Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...
Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...
Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...
Olórìṣá Jorge Ọmọ Òrìṣànlá
 
Presentación folclore
Presentación folclorePresentación folclore
Presentación folcloreMaría Valdés
 
Música árabe
Música árabeMúsica árabe
Música árabe
Cristina Aguado
 
South East Asian Music
South East Asian MusicSouth East Asian Music
South East Asian Music
Padme Amidala
 
45168789 awo-olowasina-kuti-olodu-ifa
45168789 awo-olowasina-kuti-olodu-ifa45168789 awo-olowasina-kuti-olodu-ifa
45168789 awo-olowasina-kuti-olodu-ifaomodeinle
 

What's hot (20)

Prelude 1 Enjoyment of Music 3rd Ed.
Prelude 1 Enjoyment of Music 3rd Ed.Prelude 1 Enjoyment of Music 3rd Ed.
Prelude 1 Enjoyment of Music 3rd Ed.
 
Chapter 17 Glory Be: Music for the Renaissance Mass
Chapter 17 Glory Be: Music for the Renaissance MassChapter 17 Glory Be: Music for the Renaissance Mass
Chapter 17 Glory Be: Music for the Renaissance Mass
 
Music of cambodia
Music of cambodiaMusic of cambodia
Music of cambodia
 
Presentation.pptx
Presentation.pptxPresentation.pptx
Presentation.pptx
 
Traditional african dance
Traditional african danceTraditional african dance
Traditional african dance
 
Resumen musica venezolana
Resumen musica venezolanaResumen musica venezolana
Resumen musica venezolana
 
Music of palawan
Music of palawanMusic of palawan
Music of palawan
 
Chapter 9 Voices and Instrument Families
Chapter 9 Voices and Instrument FamiliesChapter 9 Voices and Instrument Families
Chapter 9 Voices and Instrument Families
 
Malaysian Music
Malaysian MusicMalaysian Music
Malaysian Music
 
Chapter 14 Symbols & Puzzles: Machaut and the Medieval Mind
Chapter 14 Symbols & Puzzles: Machaut and the Medieval MindChapter 14 Symbols & Puzzles: Machaut and the Medieval Mind
Chapter 14 Symbols & Puzzles: Machaut and the Medieval Mind
 
Chapter 10 Western Musical Instruments
Chapter 10 Western Musical InstrumentsChapter 10 Western Musical Instruments
Chapter 10 Western Musical Instruments
 
Music of cambodia
Music of cambodiaMusic of cambodia
Music of cambodia
 
Cordillera Music session 2
Cordillera Music session 2Cordillera Music session 2
Cordillera Music session 2
 
Music
MusicMusic
Music
 
Traditional Thai Musical Instruments (1/ 2)
Traditional Thai Musical Instruments (1/ 2)Traditional Thai Musical Instruments (1/ 2)
Traditional Thai Musical Instruments (1/ 2)
 
Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...
Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...
Iṣeṣe Yorùbá ti Obàtálá / Òrìṣànlá (Tradição Yorubá de "Rei do Pano Branco / ...
 
Presentación folclore
Presentación folclorePresentación folclore
Presentación folclore
 
Música árabe
Música árabeMúsica árabe
Música árabe
 
South East Asian Music
South East Asian MusicSouth East Asian Music
South East Asian Music
 
45168789 awo-olowasina-kuti-olodu-ifa
45168789 awo-olowasina-kuti-olodu-ifa45168789 awo-olowasina-kuti-olodu-ifa
45168789 awo-olowasina-kuti-olodu-ifa
 

Viewers also liked

07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet
07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet
07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet
Steven Tailor
 
Aebersold vol 77 - paquito d'rivera
Aebersold   vol 77 - paquito d'riveraAebersold   vol 77 - paquito d'rivera
Aebersold vol 77 - paquito d'rivera
Nicolas Herrera Rodriguez
 
The History of Nigerian Jazz Music
The History of Nigerian Jazz MusicThe History of Nigerian Jazz Music
The History of Nigerian Jazz Music
Ed Keazor
 
Gabriel rosati salsa latin trumpet book
Gabriel rosati salsa latin trumpet bookGabriel rosati salsa latin trumpet book
Gabriel rosati salsa latin trumpet book
Oscaroncascaron
 
Rumba Presentation
Rumba PresentationRumba Presentation
Rumba PresentationDerek Dreier
 
David baker how to play bebop vol 1-3
David baker   how to play bebop vol 1-3David baker   how to play bebop vol 1-3
David baker how to play bebop vol 1-3Ignacio Marin
 
Chord progressions and substitutions jazz reharmonization_-_Tonnie Van Der Heide
Chord progressions and substitutions jazz reharmonization_-_Tonnie Van Der HeideChord progressions and substitutions jazz reharmonization_-_Tonnie Van Der Heide
Chord progressions and substitutions jazz reharmonization_-_Tonnie Van Der HeideLucas ML
 
Chord-progressions-by-walter-stuart
Chord-progressions-by-walter-stuartChord-progressions-by-walter-stuart
Chord-progressions-by-walter-stuartNando Costa
 
Vol 07 [miles davis]
Vol 07   [miles davis]Vol 07   [miles davis]
Vol 07 [miles davis]
Oscar Daniel Ibarra Ruiz
 

Viewers also liked (12)

Drum machines
Drum machinesDrum machines
Drum machines
 
07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet
07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet
07/12 JAZZ SOLO INSPIRATION Once I Loved - trumpet
 
empotance of english
empotance of englishempotance of english
empotance of english
 
Aebersold vol 77 - paquito d'rivera
Aebersold   vol 77 - paquito d'riveraAebersold   vol 77 - paquito d'rivera
Aebersold vol 77 - paquito d'rivera
 
The History of Nigerian Jazz Music
The History of Nigerian Jazz MusicThe History of Nigerian Jazz Music
The History of Nigerian Jazz Music
 
Gabriel rosati salsa latin trumpet book
Gabriel rosati salsa latin trumpet bookGabriel rosati salsa latin trumpet book
Gabriel rosati salsa latin trumpet book
 
Rumba
RumbaRumba
Rumba
 
Rumba Presentation
Rumba PresentationRumba Presentation
Rumba Presentation
 
David baker how to play bebop vol 1-3
David baker   how to play bebop vol 1-3David baker   how to play bebop vol 1-3
David baker how to play bebop vol 1-3
 
Chord progressions and substitutions jazz reharmonization_-_Tonnie Van Der Heide
Chord progressions and substitutions jazz reharmonization_-_Tonnie Van Der HeideChord progressions and substitutions jazz reharmonization_-_Tonnie Van Der Heide
Chord progressions and substitutions jazz reharmonization_-_Tonnie Van Der Heide
 
Chord-progressions-by-walter-stuart
Chord-progressions-by-walter-stuartChord-progressions-by-walter-stuart
Chord-progressions-by-walter-stuart
 
Vol 07 [miles davis]
Vol 07   [miles davis]Vol 07   [miles davis]
Vol 07 [miles davis]
 

Similar to African americans congas history music 2 10 15

Responses of the caribbean people to oppression and (1)
Responses of the caribbean people to oppression and (1)Responses of the caribbean people to oppression and (1)
Responses of the caribbean people to oppression and (1)Veeshalla100
 
Cuba!
Cuba!Cuba!
Cuba!David
 
Cuba!
Cuba!Cuba!
Cuba!David
 
Historical settlement of north america
Historical settlement of north americaHistorical settlement of north america
Historical settlement of north americalschmidt1170
 
Introduction To Latin Music
Introduction To Latin MusicIntroduction To Latin Music
Introduction To Latin Music
intuitina
 
Introduction to Latin Music
Introduction to Latin MusicIntroduction to Latin Music
Introduction to Latin Music
David Cowan
 
Africans In Latin America
Africans In  Latin  AmericaAfricans In  Latin  America
Africans In Latin Americaaniome
 
20.3 the atlantic slave trade (1st period)
20.3 the atlantic slave trade (1st period)20.3 the atlantic slave trade (1st period)
20.3 the atlantic slave trade (1st period)Edgar Huff
 
ATLANTIC HISTORY.docx
ATLANTIC HISTORY.docxATLANTIC HISTORY.docx
ATLANTIC HISTORY.docx
write12
 
Colonial Literature
Colonial Literature Colonial Literature
Colonial Literature
Nikki Akraminejad
 
Album of the american colonies
Album of the american coloniesAlbum of the american colonies
Album of the american coloniessocialbry
 
C:\fakepath\album of the american colonies
C:\fakepath\album of the american coloniesC:\fakepath\album of the american colonies
C:\fakepath\album of the american coloniessocialbry
 
4 3-notes-8th-grade
4 3-notes-8th-grade4 3-notes-8th-grade
4 3-notes-8th-gradekvonkamp
 
Native American Colonization Research Paper
Native American Colonization Research PaperNative American Colonization Research Paper
Native American Colonization Research Paper
Renee Jones
 
History 141 them4 5
History 141 them4 5History 141 them4 5
History 141 them4 5kwag929
 
10 new world and columbian exchange reading
10 new world and columbian exchange reading10 new world and columbian exchange reading
10 new world and columbian exchange readingfasteddie
 
A.p. u.s. ch 4 p.p
A.p. u.s. ch 4 p.pA.p. u.s. ch 4 p.p
A.p. u.s. ch 4 p.ptobin15
 

Similar to African americans congas history music 2 10 15 (20)

Responses of the caribbean people to oppression and (1)
Responses of the caribbean people to oppression and (1)Responses of the caribbean people to oppression and (1)
Responses of the caribbean people to oppression and (1)
 
California[1]
California[1]California[1]
California[1]
 
Cuba!
Cuba!Cuba!
Cuba!
 
Cuba!
Cuba!Cuba!
Cuba!
 
Welcome
WelcomeWelcome
Welcome
 
Historical settlement of north america
Historical settlement of north americaHistorical settlement of north america
Historical settlement of north america
 
Introduction To Latin Music
Introduction To Latin MusicIntroduction To Latin Music
Introduction To Latin Music
 
Introduction to Latin Music
Introduction to Latin MusicIntroduction to Latin Music
Introduction to Latin Music
 
Africans In Latin America
Africans In  Latin  AmericaAfricans In  Latin  America
Africans In Latin America
 
20.3 the atlantic slave trade (1st period)
20.3 the atlantic slave trade (1st period)20.3 the atlantic slave trade (1st period)
20.3 the atlantic slave trade (1st period)
 
ATLANTIC HISTORY.docx
ATLANTIC HISTORY.docxATLANTIC HISTORY.docx
ATLANTIC HISTORY.docx
 
Colonial Literature
Colonial Literature Colonial Literature
Colonial Literature
 
Album of the american colonies
Album of the american coloniesAlbum of the american colonies
Album of the american colonies
 
C:\fakepath\album of the american colonies
C:\fakepath\album of the american coloniesC:\fakepath\album of the american colonies
C:\fakepath\album of the american colonies
 
4 3-notes-8th-grade
4 3-notes-8th-grade4 3-notes-8th-grade
4 3-notes-8th-grade
 
Native American Colonization Research Paper
Native American Colonization Research PaperNative American Colonization Research Paper
Native American Colonization Research Paper
 
History 141 them4 5
History 141 them4 5History 141 them4 5
History 141 them4 5
 
10 new world and columbian exchange reading
10 new world and columbian exchange reading10 new world and columbian exchange reading
10 new world and columbian exchange reading
 
qwerty.com
qwerty.comqwerty.com
qwerty.com
 
A.p. u.s. ch 4 p.p
A.p. u.s. ch 4 p.pA.p. u.s. ch 4 p.p
A.p. u.s. ch 4 p.p
 

Recently uploaded

1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
JosvitaDsouza2
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
SACHIN R KONDAGURI
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
Peter Windle
 
Digital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Investigating Pavilion DesignsDigital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Investigating Pavilion Designs
chanes7
 
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race conditionMultithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
Mohammed Sikander
 
Supporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptxSupporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptx
Jisc
 
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
siemaillard
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Vikramjit Singh
 
Lapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdfLapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdf
Jean Carlos Nunes Paixão
 
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxChapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
 
Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana BuscigliopptxGroup Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
ArianaBusciglio
 
The Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official PublicationThe Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official Publication
Delapenabediema
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
TechSoup
 
S1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptxS1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptx
tarandeep35
 
Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.
Ashokrao Mane college of Pharmacy Peth-Vadgaon
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Levi Shapiro
 
CACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdfCACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdf
camakaiclarkmusic
 
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Sandy Millin
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Vivekanand Anglo Vedic Academy
 
Operation Blue Star - Saka Neela Tara
Operation Blue Star   -  Saka Neela TaraOperation Blue Star   -  Saka Neela Tara
Operation Blue Star - Saka Neela Tara
Balvir Singh
 

Recently uploaded (20)

1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
 
Digital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Investigating Pavilion DesignsDigital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Investigating Pavilion Designs
 
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race conditionMultithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
 
Supporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptxSupporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptx
 
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
 
Lapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdfLapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdf
 
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxChapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
 
Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana BuscigliopptxGroup Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
 
The Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official PublicationThe Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official Publication
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
 
S1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptxS1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptx
 
Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
 
CACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdfCACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdf
 
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
 
Operation Blue Star - Saka Neela Tara
Operation Blue Star   -  Saka Neela TaraOperation Blue Star   -  Saka Neela Tara
Operation Blue Star - Saka Neela Tara
 

African americans congas history music 2 10 15

  • 1. AFRICAN AMERICANS CONGA DRUMS Brief review HISTORY AND AMERICAN MUSIC
  • 3. BIO  Uncle of Eric Atkinson  Teacher of multiple subjects for 30 years. Mostly alternative education For elementary thru adults. Retired two years ago.  Student of life and Humanities and Afrocentric studies  Musician percussion, vocals, guitar, keyboard, NAF  Gardening, photography, reading, travel  Live learn love laugh  Music started training 3rd grade played thru Jr college
  • 4.  Became paraplegic due to single car roll over which broke my back in April 1975.Afterwhich, I transitioned to hand drums and percussions. It was not much of a transition though, since I was already trained from years of school percussion. By August of that year I was in a band playing congas. I already had the A.A. went back to school and pecked away at college earned a B.A. and Teaching credentials in 1987 from CSUSB. M.A. From Claremont in 1997.  Trained under 3rd generation Cuban Master drummer Long John Oliva
  • 5. In the beginning  All aboriginal people drum especially on the African continent  Drums serve the purpose of providing music for ceremonies spiritual and social, seasonal celebrations  They help with the bonding of the community  They were also used for communication…. as in talking drums  Many different types of drums male and female and child drums  Family connection is reflected in three drum sets of mother father and child
  • 6.  “It is the expansion and contraction in the universe that produces the vibration and the pulsation that causes life to be; and that’s why the drum is such a powerful instrument in Africa, because the drum represents the notion of the initial vibration energy; that every vibration you make is perpetuated throughout time...it never ceases to be.”  Prof James Small  Photo: Artist Unknown
  • 8.
  • 9.  Conga heads were originally made from rawhide. Rawhide is still the most popular material for heads, but today, synthetic heads, made of plastics & other materials, are also available.  The skin heads of the original congas were nailed to the wooden shell; before each performance the nailed the heads where heated by a brazier to obtain the desired tension. Today, the skin is held in place by a set of rings & tuning lugs, which also serve to adjust the tension.
  • 11.
  • 12.  The conga is a descendant of conical shaped drums called Makuta or Ngoma.  The name changed via Europeans who decided they came from the area of Africa the Congo  Or there was a dance craze out of Cuba called the conga in which the ngoma was featured  The conga has gone through several changes in form and materials since it was originally created. Today's congas are more rounded than its conical ancestor. The conga was originally made from wood, but is available today in fiberglass as well.
  • 13. Drum design, as the examples show (8A-8D) did not change very much in their transplantation from Africa to Haiti and Thompson claims that this goes beyond superficial identities in material and design to "method ortuning" and "similarities of meter, tempo and attack." There are Petro drums, representing the two major branches of voodoo. The Rada is for agricultural rites and derived from the Yoruba/Dahomean ritual complex whereas the Petro or Petro-Lemba is Kongo/Angola intluenced- Lemba for a North Kongo cult of that name; Petro from Pedro, a messianic figure who pg 398 egypt child of africa Van Sertima on voodoo
  • 15.
  • 17. Rotten Christopher Columbus  When Columbus returned in 1493 he brought a force of 17 ships. He began to implement slavery and mass-extermination of the Taino population of the Caribbean. Within three years five million were dead. Fifty years later the Spanish census recorded only 200 living! Las Casas, the primary historian of the Columbian era, writes of numerous accounts of the horrendous acts that the Spanish colonists inflicted upon the indigenous people, which included hanging them en masse, roasting them on spits, hacking their children into pieces to be used as dog food, and the list continues.  Which led to the African MAAFA due to the genocide of the native aboriginals in the Americas
  • 19. Looking kind and benevolent C.C.
  • 20.  Setting up shop on the large island he called Espanola (today Haiti and the Dominican Republic), he promptly instituted policies of slavery (encomiendo) and systematic extermination against the native Taino population.[6] Columbus’ programs reduced Taino numbers from as many as 8 million at the outset of his regime to about 3 million in 1496.[7] Perhaps 100,00 were left by the time of the governor’s departure. His policies, however, remained, with the result that by 1514 the Spanish census of the island showed barely 22,000 Indians remaining alive. In 1542, only two hundred were recorded.[8] Thereafter, they were considered extinct, as were Indians throughout the Caribbean Basin, an aggregate population which totaled more than 15 million at the point of first contact with the Admiral of the Ocean Sea, as Columbus was known.[9] http://theanarchistlibrary.org/library/ward-churchill- deconstructing-the-columbus-myth
  • 21. Europeans arrival effect  By the time Christopher Columbus reached the Caribbean in 1492, historians estimate that there were 10 million indigenous peoples living in U.S. territory. But by 1900, the number had reduced to less than 300,000.  European expansion into North America – whether to find gold, escape religious persecution or start a new life – led to the destruction of Native American livelihoods. Disease was a major killer, followed by malnutrition. Colonists in search of gold staged violent ambushes on tribal villages, fueling animosity with Natives. Several wars broke out between tribes and American settlers which led to large death tolls, land dispossession, oppression and blatant racism.
  • 22. Slavery in the Americas begins  Having committed genocide against the native aboriginal workforce The Europeans needed slaves and they; having the blessing of the Holy Catholic Church colluded with the Jewish Bankers and the Mohammedans(Muslims).  The three religions allowed for such abuses of cultural others infidels, gentiles or goyim and “savages” or pagans  And so they began to raid Africa  How did native Africans view the Europeans Jews Arabic slavers? Two Thousand Seasons reading.
  • 23.
  • 24. Slavery numbers  A total of about 600,000 slaves were imported into the Thirteen Colonies and the U.S, constituting 6% of the twelve million slaves brought from Africa to the Americas. The great majority of African slaves were transported to sugar colonies in the Caribbean and to Brazil.  Slavery in the United States - Wikipedia, the free encyclopedia  en.wikipedia.org/wiki/Slavery_in_the_United_StatesWiki pedia  Well over 90 percent of African slaves were imported into the Caribbean and South America. Only about 6 percent of imports went directly to British North America. Yet by 1825, the U.S. had a quarter of blacks in the New World. 10-20% did not survive the middle passage… 4 million dead.
  • 25. Mutiny and escape  Among the untold history are the stories of the number of mutinies by Africans during the Middle Passage as well as the numbers of revolts once they arrived. This is contray to the line that Africans just accepted slavery.  The slavers were bringing warriors and doctors and farmers, builders, medicine men and women, mothers fathers ands kids. Then brutalizing them into “accepting “ their lot  There were many mutinies as well as revolts in the early years of bringing the Africans i.e. Amistad and Stono  http://whgbetc.com/mind/slave_revolts_2.html 16 other revolts
  • 26. From the start  San Miguel de Gualdape  The first enslaved Africans arrived in what is now the United States as part of the San Miguel de Gualdape colony (most likely located in the Winyah Bay area of present-day South Carolina), founded by Spanish explorer Lucas Vásquez de Ayllón in 1526. On October 18, 1526, Ayllón died and the colony was almost immediately disrupted by a fight over leadership, during which the slaves revolted and fled the colony to seek refuge among local Native Americans.[15] Many of the colonists died shortly afterwards of an epidemic, and the colony was abandoned, leaving the escaped enslaved Africans behind in what is now South Carolina. In addition to being the first instance of enslaved Africans in the United States, San Miguel de Guadalpe was also the first documented slave rebellion on North American soil. 
  • 27.  40 years later the successful Spanish colonization of the Florida peninsula began at St. Augustine in 1565. The Spanish colonists enjoyed a brief period of relative stability before Florida came under attack from resentful Native Americans and ambitious English colonists to the north in the 17th century. Spain's last-minute entry into the French and Indian War on the side of France cost it Florida, which the British acquired through the first Treaty of Paris in 1763. After 20 years of British rule, however, Florida was returned to Spain as part of the second Treaty of Paris, which ended the American Revolution in 1783. Spain ceded the problem to the U S at no cost on Febuary 22, 1819.  http://www.history.com/this-day-in-history/the-us- acquires-spanish-florida
  • 28.  The Spanish had Florida and they had the problem of fighting the hundreds of Africans who had escaped and joined the last of the Native Aboriginals deep in the everglades. They became known as Seminoles.  They set up communities and began to live as they did before being captured. They drummed and built the sense of connection camaraderie amongst themselves. They also organized to fight. http://whgbetc.com/mind/slave_revolts_2.html  . The first war on U S soil was the Seminole Wars, (1817–18, 1835–42, 1855–58), three conflicts between the United States and the Seminole Indians of Florida in the period before the American Civil War, that ultimately resulted in the opening of the Seminole’s desirable land for white exploitation and settlement. In the end many Seminoles assimilated and lost their drums to become civilized and “ Christian”. African drums are lost again except for the outliers who held onto their ways and spirituality /religion.
  • 29. VOO DOO DRUMS  Long before acquiring Florida American slavers had learned from Spain experience. The drums they once let their slave play had to be taken away as a means of better controlling the slave. The Slavers learned that the Africans were communicating with the drums and that certain beats were war drums. So except for the outliers i.e. Africans/Seminoles the drums were not to be had by the masses. Then after the Seminole wars they were forced back underground except for Santeria, Vous Dou (voo doo), Hoo Doo practitioners
  • 31. Jungle type drum played by Dizzy Gillespies drummer Chano Pozo. He beats on the drum with his hands instead of sticks
  • 32. What Dizzy and others started  Dizzy being one of Americas premier musicians traveled the world and in particular had many gigs in Cuba. There he mingled with the people andenjoyed many a rumba. He met Chano Pozo via Mario Bauza and thought he may be on to something with fusing the beats those guys played on those long tom toms.Chano came to New York and hooked up with Dizzy,where they gave birth to Latin Jazz or Cubop.  It worked very well and opened the door for many others. To name a few… Machito and the Afro- Cubans, Candido Cameron, Mongo Santamaria, Franciso Aguabella, Armando Peraza, Pancho Quinto and Desi Arnez aka Ricky Ricardo husband to Lucille Ball.
  • 33. Ricky Ricardo aka Desi Arnaz
  • 34. IMPACT  The conga derived its importance because of the way its music could speak to musicians and listeners. Born from Cuban percussionists, the conga's impact lies in its cultural ties with Cuban traditional and commercial music and its present use in popular Carnival, Mardi Gras, or night club music in the United States. With the different strokes which can be applied during the playing of the drums, the conga can be felt melodically, harmonically and rhythmically through the manipulations of the performers. This carved out an important niche within the Cuban and African ensembles which feature its unique and personal sounds.
  • 35.  The conga has also been featured in the fusion of Latin and Jazz music. As Latin-Jazz composers utilized the elements of Samba and Bossa Nova in the rhythmic aspects of their music, the use of conga drums defined the musical arrangements by such artists as Cal Tjader, Antonio Carlos Jobim and João Gilberto. In Latin jazz bands, percussion is a prominent element and thus the conga becomes an integral part of the Latin percussion section. Long-time Duke Ellington arranger, Maurice Peress, used conga drums in his orchestral version of Ellington's Jazz suite, Three Black Kings. Jazz trumpeter, Dizzy Gillespie used conga drums in his arrangements in the late 1940s when he collaborated with Cuban conga virtuoso, Chano Pozo resulting in a style referred to by some as "Cubop.“ Mongo Santamaria sold thousands of records.
  • 36. Back in the mainstream  In the United States, Desi Arnez was among the first mainstream artists to introduce the conga-type drum to a larger audience though the medium of television. Candido Camero is a Cuban percussionist played congas for many Afro-Cuban jazz acts since the 1950s. In later popular music the conga became an important aspect of percussion sections largely due to the influence of guitarist Carlos Santana who synthesized Latin musical elements with more traditional pop elements. Other popular Latin artists who used congas and Latin percussion in their arrangements include Gloria Estefan, Ricky Martin, Shakira, Jennifer Lopez and Marc Anthony. The popular rock-jazz band Chicago added Brazilian percussionist, Laudir DeOliveira to the group's line-up in 1974 and used conga drums in a number of their hit songs including Call on Me. The Detroit-based R & B band, Rare Earth used conga drums prominently in several of their chart-topping hits for Motown Records, including I Just Want to Celebrate, Hey, Big Brother, and Get Ready. The Motown standard, Standing in the Shadows of Love features the conga work of Eddie "Bongo" Brown, a musician who performed on many other Motown tracks.
  • 38.  Three conga head sizes emerged from the conical African drum.  The name of the head sizes gives insight to that drum’s functions. For instance, even today, the names describe the drums pitch, tempos & rhythms it will play.  Quinto, Conga & Tumbadora or Tumba are the three sizes.  The Quinto is the high pitched, small head conga. It is the solo drum, played by soloists.  The Quinto is as the singer of the band. The quinto is used to drum a melody; to accent; to sing, laugh & cry.  The Conga is the mid-range, medium head conga. It plays the middle parts of three-part rhythms.  The Conga is the most versatile size. Although it is theoretically intended for the middle drum parts, in practice it is also used to play high drum & low drum parts. The Conga size is sometimes referred to as the Segundo.  The Tumba is the low pitched, large head conga. The Tumba plays the low drum rhythm parts. Tumba is short for Tumbadora. The Tumba is sometimes referred to as the Salidor.  When the conga was first becoming popular congeros (conga players) would play only one drum at a time. Hence the rhythm parts were strongly assigned and the players were experts in their parts.  As players developed and mastered conga playing techniques the music and rhythm arrangements grew with increasing complexity. Within this development the congeros began playing two & three drums simultaneously.
  • 41. To modern Conga drumming
  • 42. FOR FURTHER LEARNING  Chancellor Williams Destruction of African Civilization  Ivan Van Sertima They Came Before Columbus  Dr. Yosef Ben Jochanan all historical  John H. Clarke Columbus and the African Holocaust  Muata Ashby all spirituality African Yoga  Marimba Ani Yurugu: An African Centered Critique of European Cultural Thought  J.A. Rogers Worlds Great Men Of Color Vol 1  John G Jackson Christianity Before Christ  Walter Williams The Historical Origin of Christianity  Ayi Kwei Armah Two Thousand Seasons also posted on SLIDE SHARE is the black towns project