ucla acting essay

18 UCLA Essays That Worked (and Why) for 2023

Do you want to write strong essays that'll help get you into UCLA?

In this article, you'll read and learn from 18 essays written by students who got recently accepted into UCLA and see how they did it.

If you're trying to get into the University of California, Los Angeles, these essays are a valuable resource and give you a peek into UCLA admissions.

Whether you're a student or parent of an applicant, you'll see what to do—and what not to do—when writing your UC essays.

How important are the UCLA essays?

And as of 2022, the UC system no longer uses your SAT and ACT scores to decide whether or not to admit students.

With no more test scores, that means your UC essays are even more important for your application. Besides your grades (GPA) and coursework, your essays are the most influential factor for your UC admissions.

Plus, UCLA is the most applied to school in the world, with well over 100,000 applicants each year. The University of California-Los Angeles acceptance rate is lower each year, which makes your essays even more important.

Since your UC essays matter so much, it's important to get them right.

What are the UC Personal Insight Question Prompts for 2022-23?

It's a mistake to think of the UC Personal Insight Questions (PIQs) as typical essays you'd write for a class.

Rather, the PIQs are a set of eight open-ended questions asked by the UC app. You must choose exactly four questions to respond to, and each response should be no more than 350 words.

Let's go over the UC Personal Insight Question prompts:

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.
• Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
• What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
• Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
• Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
• Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
• What have you done to make your school or your community a better place?
• Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

It can be helpful to see how other students responded to the UC Personal Insight Questions.

And since UCLA is one of the hardest UC's to get into, along with UC Berkeley , students that get accepted tend to write outstanding essay responses to the PIQs.

18 UCLA Personal Insight Question Examples

Here are the 18 best UCLA accepted essays that worked written by accepted students for each Personal Insight Question prompt #1-8.

• UCLA Example Essay #1
• UCLA Example Essay #2
• UCLA Example Essay #3: Violin
• UCLA Example Essay #4

UCLA Example Essay #5: Team Player

• UCLA Example Essay #6: Flute
• UCLA Example Essay #7: Optimism
• UCLA Example Essay #8
• UCLA Example Essay #9
• UCLA Example Essay #10
• UCLA Example Essay #11
• UCLA Example Essay #12

UCLA Example Essay #13: Computer Science

Ucla example essay #14: korean big toes.

• UCLA Example Essay #15

UCLA Example Essay #16: LGBT

• UCLA Example Essay #17

UCLA Example Essay #18: Being Short

Ucla example essay #1: orchestra leadership.

UC PIQ #1: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (350 words max)

In my freshman year of high school, I had enrolled in the String Orchestra Advanced Class which was mixed in with the Beginning class. I was the only person with experience, seven years in the Violin at the time, while most of the students in the class were beginners. I got class elected, then re-elected as President my Freshman and Sophomore years, and was First Violin, then First Viola Chair.

My first year consisted of myself and the instructor teaching the basics of each instrument. Learning a new instrument is frustrating, and there were times where older students in the class would get frustrated and unhappy that a Freshman knew more than they did.

As a leader I had to make sure I did not keep a separation between myself and my classmates. Therefore, my Sophomore year, I changed my instrument to the Viola.

By showing my classmates that I too was a beginner, and that I too had to learn because I had a new instrument -inspired the class to learn as well. My classmates no longer saw me as someone who told people to practice and not give up, yet did not have to practice or struggle themselves, but instead, as someone who was there practicing, and struggling along with them.

The Orchestra program at my school started my Freshman year as an experimental class, but the school ended the class after my Sophomore year. Though unfortunate, in the two years of its existence, my classmates went from being novices, to performers, where in the last year of the program, we performed many times for school events and finally in an orchestra conference in my Sophomore year, where judges praised our Orchestra's technique and cohesiveness.

After the class got cut, many of my classmates continued to pursue music independently, or in the District Orchestra. It is a wonderful feeling for me to see my former classmates -to this day- performing, and even teaching others, knowing that I was there when their journeys in music first began, and I look forward to seeing their musical pursuits in the future.

Why This Essay Works:

• Tells a Story: Gives context and explains how you got this leadership position. By explaining a backstory, it reveals your motivations and what drives you.
• Shows Takeaways and Lessons Learned: It's not enough to just talk about your achievements. Admissions officers are more interested in why they matter to you, and how you had an impact on others.

What They Might Improve:

• Fix Capitalization: It's not necessary to capitalize improper nouns like "violin", "viola", and "orchestra".
• Sentence Flow: Make sure your sentences aren't too long and don't have unnecessary breaks, which can interrupt the flow.

UCLA Example Essay #2: Volunteer Leadership

My group and I spent a total of seven hours preparing five hundred bagged lunches for the extensive homeless community at Oakland. Out of all the obstacles that could have halted our progress, rain was the last thing on our minds. We were lucky enough to distribute three hundred lunches before the rain began to relentlessly pour down on us. There were a few hours left of daylight before we would be able to eat Iftar for Ramadan, so, an overwhelming majority of our group wanted to call it a day. However, there was still a large number of unsheltered and hungry homeless people throughout the city, and I could not bear to let all that food go to waste. So, I raced to one of our nearest vans, grabbed a bullhorn, and yelled to gather the attention of as many people as possible. I instructed them to form lines in front of our eleven vans in order to take everybody to the nearest homeless shelters with the promise of food and entertainment. We went to six other heavily concentrated areas to do the same thing, and within just five hours, nearly five hundred homeless individuals were transported.

This event is one of the dozens of community service projects I’ve performed in my role as vice-president of the youth faction of the Sudanese Association of Northern California (SANC). This Oakland food drive has left me with a sense of clarity of what it takes to get a project, event, or any other endeavor accomplished. The food drive was obviously a success, but what made this particularly memorable is the email the president of SANC sent me the following day: “You have a keen ability to synthesize and communicate anything quickly and effectively.” I realized the explicit connection between my forensics (speech and debate) career and my community service: the power that I carry in my voice can motivate others to do good. I have tried to apply this insight into each new endeavor since.

• Specific with Numbers: Use exact numbers whenever you can to create authenticity and make it realistic. In this essay, saying "three hundred" lunches makes things concrete.
• Connects to Academic Interests: Show how your past leadership achievements relate to what you want to do in college.
• Stronger Conclusion: Make sure your conclusion isn't vague and has a concrete takeaway. Don't just use words like "this insight". Rather, rephrase that insight or draw a new idea from it.
• Sentence Structure: Having too long of sentences is a common mistake students make. Instead, splitting up complex sentences can make it easier to read.

Learn the secrets of successful top-20 college essays

Join 4,000+ students and parents that already receive our 5-minute free newsletter , packed with top-20 essay examples, writing tips & tricks, and step-by-step guides.

UCLA Example Essay #3: Violin Creative Side

UC PIQ #2: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. (350 words max)

I express my creative side by playing the violin and other musical instruments. Ever since I was a younger child, music had always been a part of my life. The first instrument I remember playing is the piano when I was four years old. My school had a music program, so I went and learned how to read music and play the Recorder. Though it was a simple instrument, it was to prepare us students for the more complex instruments that we could choose to play after completing the Recorder lessons.

I took this class all of first grade, and in second grade I was ready to choose the instrument I wanted to specialize in. I chose the Violin, and now -ten years later- I am still playing it. Throughout the years I have learned to play other instruments as well, such as the Piano, Trumpet, Viola, and more. During that time I have also been able to play those instruments in different styles of music.

From second to seventh grade, I played the Violin and sung in my elementary school district's Mariachi and my middle school's Mariachi even when I did not know how to speak Spanish. I have been playing the Violin at my church's choir almost every Sunday since Seventh grade. I played the Violin and Viola in my high school's Orchestra class in Freshman and Sophomore year, and since my Junior year I have played the trumpet in my school's Jazz Band and Trumpet Choir.

My siblings have also been inspired to be creative musically, and together we perform at our church and other places, and music has become an important part in their lives as well.

Throughout my life I have been able to express my love for music in many different ways. Whether through playing with a group, doing a solo in front of an audience, composing my own music, or teaching my younger siblings how to read and play music the way I was taught many years ago, music has always been a large way that I could express my creative side.

• Clearly Answers Prompt: For UC essays, being straightforward is not a bad thing. This essay starts off by clearly answering the prompt, before elaborating further.
• Fix Capitalization: It's not necessary to capitalize improper nouns like "freshman" and "sophomore". An easy fix is to only capitalize proper nouns, like names of people and places.
• Explain What's Meaningful: Admissions officers want to know more than just "what you did," but also why it was meaningful to you. Try to focus on the impact of your achievements more than just what you did.

UCLA Example Essay #4: Improvised Comedy Creative Side

I was brought into this world with an overactive imagination and an absence of siblings. My abundance of boredom and lack of playmates was solved by creating multiple characters, drawing them, and pretending to be them. When I joined theater my freshman year, I quickly fell in love because it brought me back to that childhood innocence of carelessly being someone else It was an opportunity to evaluate how I could incorporate my personality, experiences, and charisma into a character and to turn my visual concepts into a reality through doing makeup.

I was also introduced to improvised comedy. where I presented my witty and quirky side. On the other hand, working with a cast and crew was something I was unaccustomed to. but I soon saw myself becoming inspired by the surrounding creativity of others. Whether we were doing a dramatic or comedic play, we worked together to evoke an emotional response from the audience. It’s an honor to see people laugh and cry during our performances because I've connected with hundreds of people by putting my heart on a stage. In contrast, painting has been a private indulgence. Every feeling and thought trapped inside becomes free on that canvas into a beautiful visual creation. Like my mood, my paintings aren't uniform and consistent; they range from iridescent beaches to scattered splotches, yet every stroke, color. and mistake had a reason.

As my only patron, my mom couldn't always afford painting supplies, so occasionally I had to improvise with tools like spoons, paper towels, and erasers. Regardless of the tools I was using, my paintings were reflection of myself. The progression of my work is an exhibit of my struggles, success, and how I became who I am today. Painting is not about the finished product; it's about the journey and the lessons I've learned to get there. My creativity is not limited to the arts, but is embedded my appearance, mindset, and career path in solving mental health issues. Creativity, to me, is putting bits and pieces of myself into doing what I love.

• Strong First Sentence: Starting off with interesting ideas is the best way to get the reader hooked. It doesn't need to be complicated, but find your most interesting idea and start there.
• Connects Multiple Extracurriculars: Finding multiple examples in your life to explain your answer can make your essay stronger. Rather than focusing on just one activity, how do your activites relate with a common theme?
• Great Conclusion: A strong conclusion is often one that expands on your ideas or connects to something more universal. Try restating your main idea and add a twist or expand on it.
• Make Each Paragraph Distinct: Each paragraph should have one central idea or topic. It's better to split up your essay into many paragraphs because it makes it easier for the reader and better organized.

UC PIQ #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (350 words max)

My greatest talent would be relating to and inspiring others. Throughout my time in school I have demonstrated that talent by becoming a leader where I was trusted by my teachers and peers. It began in 5th grade when I was voted to become Student Council for my class, where my peers knew that I related well with them and that I would do my best to use my position to fix their issues.

In middle school, I became the Knowledge Bowl team Captain. There was a new coach, so the program was small, about five students. There were many students who wanted to join the team but felt that they were not "smart enough" to join. I recognized this and encouraged those students to join and they succeeded. By the end of the year, our team was 3rd in the district overall statistically standing, our highest ranking in a while.

In high school I joined JROTC as a Freshman, and I became a Platoon Sergeant my Junior year. My job for the semester was to teach and motivate cadets in the program. Some cadets did not do well with authority, and felt attacked when other class leaders would be assertive. As a leader I took a different approach, and related to my cadets. My platoon was constantly noted as being a well-rounded platoon by our instructors, and I received the Non-Commisioned Officer Leadership Award.

In Academic League, motivation was key to our team's success. Sometimes personal problems would affect a member of the team, so I showed them I could relate to their struggles and still believe in their ability to help the team. In times when we would be losing in a match, I would inspire the team to keep pushing on, and to remain positive. That year our team placed 5th in the district -again a highest ranking in a while- and I was voted as "Most Inspirational" by the team.

Throughout the years, relating to and inspiring others has been a skill that has allowed me to make great connections with so many people.

• Uses Multiple Examples: Backing up your answer with various examples from your life makes your case stronger.
• Unique Take: Rather than thinking of a skill in the literal sense, this author uses a more abstract skill. Sharing your unique perspective is key to having interesting ideas.
• Show Why It Matters: In addition to explaining your greatest skill or talent, you should tell why it is meaningful. What are the takeaways and how will you use this skill going forward in college?

UCLA Example Essay #6: Flute Greatest Talent

Just when we think we figured things out, the universe throws us a curveball. So, we have to improvise. The universe is funny like that. Sometimes it just has a way of making sure we wind up exactly where we belong.

When I first started playing flute, I probably looked like a pufferfish choking on a clump of wasabi, but that didn't matter. Blasting deep breaths into my flute, I blew voraciously as I tried to produce a B-flat; but all I could muster was a raspy whistle.

6 years later, I was filled with pride knowing that I had worked hard enough to be selected as the concert soloist for the Youth Orchestra of Bucks County. My moment had arrived; I stand center-stage and begin Chaminade's Concertino Op. 107. Recognizing the minor scales and arpeggios, my fingers glide through the measures with absolute certainty; and with each successive measure, my breathing, tone, and articulation seemed to increasingly synchronize. Before long, the piece came to an end. Holding the D-natural farmada as long I could, I let the note fade into submission and lowered my flute. Taking a bow, I reveled in the magnitude of my hard work.

As I grew older, it became evident that I would need orthodontics and jaw reduction surgeries. With my face full of rubber and metal, I couldn't form a tight enough valve to sustain notes. I was officially back to square one. The following months were brutal, I had to put away Tchaikovsky and go back to the basics; but my effort was genuine and I gradually regained my ability to play.

Today, I consider playing flute my greatest skill. Not because I can play complex scales or win competitions, but, instead, because through the horrors of braces, learning how to double-tongue, and impossibly fast measures, I never gave up. Playing flute had crafted in me the relentless determination which I've exhibited over the past 8 years. I may not know what curveballs life will pitch to me next, but I have confidence knowing I will persevere regardless of the circumstances.

• Strong Hook: Use your best idea at the start to immediately make the reader interested. First impressions matter, and by having a compelling first paragraph, the tone of your essay is immediately better.
• Specific in Naming Things: Say the names of groups, places, and other things whenever you can. Being specific whenever possible makes you seem more relatable and makes your essay more interesting.

UCLA Example Essay #7: Optimism Greatest Skill

Life can be an overwhelming obstacle course, but my ability to get over any bump with a smile on my face has been my greatest strength. Maintaining an optimistic outlook has introduced me to new opportunities, made me a better leader, and helped me get through everyday life. Although my determination to get back up was built by a couple scrapes and falls. I learned about the impact of a positive attitude on others through my experience on the tennis team.

The motivation and bond my team had because of the encouragement and support from our captains has influenced my approach to interacting with others. For instance, while working with my peers, I always praise them for the effort that they put in and patiently help them. When applying this to class projects and theater productions, I saw an improvement on our performance and our accomplishments felt more satisfying and meaningful. My positive attitude is also influential during my job at a convalescent home. As an activities assistant, my objective is to get residents to participate in activities and to make them fun.

At times, it’s difficult to convince residents that a macaroni necklace is worth getting out of bed for, but I am always that friendly face that cheers them on and picks them up. Knowing that my happiness is brightening someone else's day is extremely valuable and is the fuel to my enthusiasm.

Preserving my optimism is not always easy; however, my excitement for the future retains my drive to overcome any challenge. Every opportunity given to me is taken advantage of, and if something doesn't go as planned. I am confident another door will open. Even though I enjoy focusing on the bright side of life, I'm aware that some people feel like they cant overcome their challenges alone. I recognized that I can be a hand to help people up, someone to believe in them, and a friend to conquer obstacles with. Using this positive influence is the very reason why I am looking forward to a career in psychology.

• Shows Impact of Your Skill: Whenever possible, try to show how your skill/talent has impacted others. Why is your skill important? And how will you use it going forward in life?
• Uses Humor: Having small moments of natural humor, when appropriate, makes for a more enjoyable essay. Even a small remark like "it’s difficult to convince residents that a macaroni necklace is worth getting out of bed for" is powerful.
• Recognizes Challenges: Nobody is perfect, and even with your greatest skill or talent there are likely still shortcomings. Recognizing your challenges is important to humanize yourself and shows self-awareness.

UCLA Example Essay #8: Significant Educational Opportunity

UC PIQ #4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. (350 words max)

I was going to University of Southern California for three weeks, and that was all I could think about as the school year came to a close. After finding out that I had been accepted into the Bovard Scholars program, along with one of my best friends, I could not wait for the upcoming summer. As July 16th neared, I became more and more anxious,as I did not know what to expect, but I was looking forward to this new opportunity.

The program had just been launched this year and 49 of around 500 applicants were accepted. Over the course of three weeks, the 48 other people from all over the country would be my new friends. During my time there, I would be assigned a coach who would help with the college process, whether it be working on the college application as a group or having one-on-one sessions to work on personal statements. Outside of working on college applications and essays, we had guest speakers from admissions offices, student panels where we could ask questions, career panels, and workplace visits. We also had many presentations on financial aid, fields of major, jobs, and interviews which, most of it, I did not know beforehand.

Along with all this help, we also dormed at one of the residence halls, which allowed us to experience what college life might be like. I was amazed by the diversity of people that were attending the program, and I was shocked to find out that my roommate from New York was Egyptian. We even had Resident Assistants who planned evening activities for us to further stimulate college life. However, they were not just our Resident Assistants; as we grew closer we were able to gather information from them about college.

As the program came to its end, I did not want it to stop. I had such an incredible experience and learned so much about college. I knew that the program will never truly end, though, as our coaches will continue to work with us until Spring when we are accepted into colleges.

• Specific in Achievements: Being specific and saying "49 of around 500 applicants were accepted" creates credibility. It also helps admissions officers have context about your achievements and be able to infer how significant they really were.
• Stronger First Sentence: Try starting your essay with ideas, rather than retelling events. Starting off with interesting ideas helps hook your reader, and you can later support those ideas with your experiences and achievements.
• Focus on Meaning: Emphasize what your takeaways were from this educational opportunity or barrier. Admissions officers are looking for what you learned, how it affected others, and how you'll use those lessons moving forward.

UCLA Example Essay #9: Working at Health Clinic

I worked in a health clinic in the impoverished village of Amara in Sudan this summer, expecting to be assigned general administrative duties during my internship. However, those expectations were tossed out the window within the first week. I consider myself a pretty squeamish person, so the thought of blood oozing from any injury disgusts me in ways that I cannot describe in words. So naturally, I was shocked when I didn’t flinch or faint as I held the retractors of a ravaged knee during surgery. I can’t say that I confronted the daunting tasks I was given with complete confidence, but I learned from the experiences nonetheless. At times, I would question the challenging orders given to me by the faculty, but I later realized that it was due to the lack of qualified doctors and nurses at the village.

I observed eleven surgeries, ranging from liver disease to a gruesome foot infection. The clinic worked under severe pressure, as basic resources and equipment were scarce, which ended badly for some patients. There was one particular patient who did not survive a disastrous bus crash due to the unavailability of ambulances. He was laying on the floor in agonizing pain for a lingering six hours. As the viscous blood stained the white cloth that covered him when he was brought to the clinic, I felt a surge of sorrow, anger, and helplessness. It was difficult for me to come to grips with the reality that some things cannot be undone. The emotions I felt that day slowly faded, but never completely receded. I left this internship satisfied with the invaluable knowledge I obtained, but I still feel like I needed to do more. I live a relatively privileged life, and don’t have to spend each day worrying about a measly injury that could end my life. At the time, even though I thought I was worked too hard for a high school student, I now know I didn't do enough. I’m eager to return to the clinic soon, and have hopes of gaining more experience and knowledge.

• Emphasizes the Impact: After talking about what opportunity you had or what barrier you overcame, focusing on the impact of that experience is what matters. Describing your emotions and lessons learned makes the significance of those events more clear.
• Strong Hook: Focus on finding your best idea and using that as your first sentence. Often, starting off with a story or retelling what you did can come later and isn't as important.

UCLA Example Essay #10: Most Significant Challenge

UC PIQ #5: Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? (350 words max)

Education has always been important in my household, but never paramount. We were always taught to put familial needs first—even before our own. My parents always emphasized the lesson that selfishness leads to bitterness and loneliness. That value is why six new members were added to my family when my father’s brother died two years ago. I did what was expected and shifted my focus from school to helping my kin.

I remember feeling a mosaic of emotions—apprehension, prudence, and displacement—as I greeted them at the airport. The five-hour-long ride back home was awkward and somber, and the complete silence said so much more than words could. We were all just afraid of what the future had in store for us. My step aunt, my two older cousins and the three younger ones were all compassionate, loving people. Yet, I couldn't seem to shed this foreboding feeling the first time we all entered our house. Every passing week made our financial situation more tenuous. So, my brother and I volunteered to help our dad at his small pharmaceutical wholesale business after he laid off two employees. We worked after school three days a week and would return home around 8:30.

That year of juggling school with my new obligations at home and my father’s business was emotionally and physically wrenching. However, I don't pity myself and I wouldn't go back to change anything because I learned so much about my character in that year. I realized that my parent’s belief in selflessness had shaped me into a more capable person because I was able to sacrifice time from socializing and classes to contribute, in some way, to my family. And even though I was concerned that I would hurt my academic performance, I stuck to my promises. That inexplicable sense of uneasiness I felt at the airport was caused by anxiety in anticipating the new demands that could potentially exhaust me. Thankfully, the challenges prepared me for the academic rigor for my junior year, my senior year, and hopefully, for university.

• Vulnerable and Authentic: Talking about personal stories can be difficult, but often your vulnerable experiences have a lot of meaning. Being vulnerable also makes you more personable and relatable.
• Explains Realizations: Rather than focusing on what happened, focus on the impact of it and why it's meaningful. How will these past experiences and academic challenges affect you going forward?
• Stronger Conclusion: Try to connect your ending back to the beginning while expanding on it or connecting it to a universal idea. Alternatively, leave your conclusion more open ended.

UCLA Example Essay #11: Educational Challenge

Growing up, I tackled the challenge of school without much guidance from anyone other than my older sister, who is one grade higher. When I was at the young age of just five, my parents divorced and my sister and I were left with our dad, who we did not see often. Because our time with him was limited to driving us to school and home and dinner, we could not ask him for much help with homework or projects. Most of the time, we did the work ourselves or asked our uncle and aunt for help when they came on Saturdays. By the time we reached middle school, I was in more advanced classes, and although my dad had received an Associate’s Degree, he did not take advanced classes like I did, so he was unable to provide much help. My dad only took math up to geometry, and his English was not as fluent as mine, preventing him from providing much help.

Once I enrolled in high school, I was able to get help from teachers, programs, and even my sister. With this newfound help, I overcame the struggle of not knowing what to do in school and life, and I learned that help is always there, but I just needed to ask. Throughout my time in high school, I became more motivated than I was before to do the best I can and overcome anything that comes my way. I was able to do this with help from others, and I will continue to strive for greatness, overcoming any obstacles. Without the help of others, I would not have had the success that I have had in school. My good grades are a testament to the help that I have received in order for me to be where I am now. Although I can say that I have overcome this challenge, there is still one last hurdle, which is to graduate from high school, attend college, and apply everything I have learned to the real world.

• Honesty: Authenticity is most important for your essays. By revealing personal details such as your family life and struggles, you can bring admissions officers into your world.
• Sense of Gratitude: Showing a sense of appreciation and self-awareness makes you immediately more likeable. Nobody succeeds alone, so how did others in your life help you overcome difficulties?
• Provide Clarification: Some parts could be given more context, such as "why is your dad not as fluent in English?". You could use this as an opportunity to talk about your cultural background and create a more clear picture of yourself for the reader.

UCLA Example Essay #12: Self-Improvement Challenge

The saying "you can be your own worst enemy" was the embodiment of the time I hit lowest point. Finishing my 22-hour days, I expected to lay down in bed close my eyes, and smile: thinking about all my accomplishments. Instead, I was sleep deprived, rapidly losing and gaining weight, and unhappy.

As a result, I stopped being able to focus and my grades began to fall. I lost motivation and the only reason I did anything was because of my obsession with completion. In this vulnerable state, I would tell myself I was useless and shy away from taking opportunities. I started to question if could get out of the hole I dug. Ironically, I have always been an optimist. I thought about the many things I wanted to do and I wouldn't be able to do any of them from a hospital bed.

Seeing the bright light ahead of me, I moved forward to a journey of self-improvement. First, I isolated myself from things that were affecting my happiness through finding a place where I could peacefully think about why I was enduring so much pain, regularly eat, and get some sleep. When I came back from my retreat, I continued my routine which improved my health and performance in school. The greatest outcome was my realization that I was compensating for my lack of self-esteem, I've been trying to get validation from my parents and peers by trying to be perfect, but when my friends left me and my parents didn't notice my efforts I overworked myself.

It was hard to stop searching for approval, yet the support of close friends and acknowledging that I'm doing everything I'm capable of, revealed to me what its like to love yourself. From then on, I determined my self worth, no one else. Now that I found my own drive and am confident, I don't have to beg for friends. struggle to maintain grades, skip meals, or lose sleep. Presently, I can say I am no longer my worst enemy: we're like friends that get closer every day.

• Vulnerability: Showing your shortcomings and difficulties is important to reveal how you've grown and changed. Revealing your perspective and emotions also shows that you have self-awareness.
• Provide More Explanation: Don't assume that the reader will remember everything about you. For essays like this, give more context. Answer questions that will come up in the reader's mind, like "Why did you have 22-hour days?".

UC PIQ #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. (350 words max)

An academic subject that inspires me is Computer Science. Computers have fascinated me ever since a young age. I used my first computer when I was 4 years old- the Apple Macintosh Performa. I began learning about how computers worked in first grade, where I had my own Windows XP computer. I did not know what I was doing when I clicked through the thousands of files that made the computer run, but it was fascinating, and almost seemed like magic. I knew that a career with computers had to be in my future.

My fascination with computers took a new meaning in freshman year, when I decided to learn how to program. I did not know where to start, so I just typed in the search browser, "how to start programming". That day, I started with the Processing Language. It was a simple language to learn, but it built the foundation for my furthered interest in the computer programming aspect of Computer Science. After a couple months of using Processing, I learned HTML/CSS and JavaScript. These languages would allow me to program a wider range of applications. Soon enough, I became bilingual in the languages of computers. As time went on throughout my freshman and sophomore years I exposed myself to more languages like SQL, Batch Scripting, and in junior year, Java.

In my junior year I took AP Computer Science A, and finally after all the years of loving computers, I was able to take Computer Science as a class where I learned the Java language. I also furthered my interest in Computer Science by integrating it with the Engineering club on campus, using the Arduino and Raspberry Pi.

This year I am in Computer Integrated Manufacturing, where I can implement my knowledge of Computer Programming into Engineering, through the use of Corel Draw with the Laser Cutter Printer and AutoDesk Inventor and OpenGL C++ Code with the CAD 3-D Printing machine.

Computer Science has always been a part of my life inside and outside of the classroom, and I seek to continue pursuing it as my major.

• Connects Interests to Extracurriculars: Showing how your activities relate to your passions reveals your motivations and what drives you. By connecting to extracurriculars, it also creates a more complete picture of your application.
• Specific In Naming Things: Whenever you are able to, being specific is better than being vague. By naming programming languages and classes, the story becomes more compelling.
• Explain Why These Things Interest You: What is the root aspect of your interests that intrigue you? Try explaining how you feel when doing these activities and what motivates you. Admissions officers want to know how these interests developed, and more importantly, why they developed.

UC PIQ #7: What have you done to make your school or your community a better place? (350 words max)

I am "Korean big toes", "a water panda in disguise", and "Mr. Sweatface" - these are the nicknames I happily accepted over the years. My life was a buoyant bubble, full of gratification, funny nicknames, and simple pleasures; but that changed when I was confronted with the inhumane conditions of the LGBT centers around my town.

Stepping into the stone-house building, a few things immediately caught my attention. The rooms were small, full of broken furniture, smelled of mold, and had poor lighting; moreover, there was no privacy and extremely limited resources. It was obvious that the facility didn't have the funds to sustain itself, let alone help anyone trying to assimilate back into society. My heart ached as I realized the advantages I had been taking for granted; the idealistic mirage of reality I previously held, was now replaced by an overwhelming truth: Life isn't fair. Everyone in that facility had been criminalized for their sexuality, and I was going to do something about it!

Over the next few weeks, I brainstormed ideas and eventually decided on creating a blog where I would share the stories of anyone who was willing to speak up for change. The clickety-clack of my keyboard filled the common rooms of LGBT centers around my city. I slowly-but-surely interviewed the residents of these homes, recording stories of inequality and discrimination. As I uploaded each story to my blog, I felt a sense of accomplishment knowing that I was breaking down barriers and fulfilling my passions. Furthermore, reading the comments flooding my inbox, I realized that although the LGBT centers in my area still remain underfunded, I had made an impact on individuals through my blog and did something for a community I genuinely cared about. It was more than I could have ever hoped for.

In my quest to create change, I forged a new nickname for myself -- "advocate"; except, unlike the titles I was bestowed as a kid, this nickname represented my creativity, ingenuity, and passion, and for those reasons, it is more precious than anyone will ever know.

• Vivid Descriptions: Painting a picture can make your stories immediately more interesting. By using descriptive language and word choice, your stories have more life to them.
• Conclusion That Connects to Beginning: Try connecting your ending back to the beginning, but with a new perspective or take. By bringing your essay full circle, it creates a sense of cohesiveness.
• Name Things Specifically: Rather than being general and saying "LGBT centers", the author could name one specifically. Since not everyone may be faimilar with the concept of "LGBT centers", it helps make your essay more concrete and easier to interpret.

UCLA Example Essay #15: Empowering Others Through Peer Tutoring

I never thought that I would tutor other people after school, but that was what I did my junior year and now in my senior year. During my freshman and sophomore years, I was the one being tutored by upperclassmen who had taken my classes before. Receiving help from others inspired me to become a tutor my junior year so I could give back and share the opportunity that I had. At first, I was not sure if I would be up to the task, as I did not feel confident in my teaching abilities in various subjects. As time went on, however, I became at ease and comfortable tutoring anyone the more I tutored along with my peers.

Every day from Monday through Thursday, I went to library as much as I could to help tutor with others from 3 to 4 o’clock, and it slowly became a part of my daily schedule. To begin with, I was not the greatest teacher, but as I helped more and more, I gradually became better at it due to teaching the same concepts repeatedly. Not only was I helping the person I was tutoring understand the subject, but I also was becoming better at the subject by teaching it. Teaching a subject allowed me to relearn concepts and ideas that I had forgotten, as well as studying for a subject if I was tutoring a classmate.

Motivated by wanting to help other students, I was able to be at tutoring most days, and this led to me receiving a tutoring award at my school’s California Scholarship Federation banquet at the end of the year. It was a surprise to me as I was not expecting to be honored. To me, the best award was the satisfaction of helping others understand how to do homework questions and them being grateful for the help. Although this year tutoring is not being held in the library yet, I joined another club that tutors after school for the time being so I can continue helping others and spread my knowledge.

• Shows Their Realizations: Realizations and new understanding are how people change. That's why its important to look for what lessons you learned, and what you took away from your activities.
• Explain Why: Try to predict what questions will arise in the reader's mind, and answer those questions. For this essay, one question that is unanswered is "Why did you never think you would tutor other people?".

UC PIQ #8: Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? (350 words max)

This was the night. Clenching my fists, I called my dad over. Maybe it was the adrenaline coursing through my veins or maybe just suspense, but time seemed to freeze as anxiety washed over my consciousness. A million doubts flooded my mind as I dreaded what would come next. The pitter-patter of his feet hitting the tile floor brought me back to reality. My dad had always loved and supported me, I just had to trust that things would be alright.

In a quivering voice, my hands shaking, I explained to my dad that I was gay. After a brief moment of silence, my dad said ten words that completely changed my life: "I raised you completely wrong, get out of my house". I was devastated, but I wasn't surprised. This was the same person physically forced pork down my throat when I told him I wanted to become a vegetarian; who would hit me and my mom if either of us voiced dissenting opinions; and the same person who would come home drunk and threaten to kill us. With tears running down my cheeks, I packed my belongings and drove my 98' Nissan Pathfinder away from my home. From that night on I learned to be brave, to follow my dreams, and to fight for what I believe in.

The next few years were tough. In my community, being gay was unacceptable and embracing my identity meant enduring the consequences. I will never forget being dragged into a storage room and choked or hiding the bruises I got from being pelted by textbooks. But looking back, I realize that the lessons I learned drove me towards success. They inspired me to be relentless and graduate early, to surpass expectations by doing college-credit classes, and remain strong in the face of oppression and adversity. Moving forward, as I look to broaden my education horizons, I know that I have the emotional vitality to success wherever I go. So I want to dedicate this essay to my dad and to everyone who made me strong, thank you.

• Honest and Vulnerable: Talking about personal stories can be impactful. Often the most difficult stories are the ones that need to be shared.
• Explains Your Perspective and Emotions: Sharing how you felt in a certain moment can allow the reader to "be in your shoes." By telling your perspective, you allow admissions officers to better understand your experience.
• Focus On Takeaways: Although stories are important, what matters more is the lessons and takeaways from those stories. The majority of your essay should be focused on those ideas, with a smaller portion where you talk about what actually happened.

UCLA Example Essay #17: Fostering Inclusive Leadership

All around us, the world is dominated by big voices, people who can present themselves positively and effectively elaborate on their opinions. Many of our most successful politicians carve their paths to the top through their charisma and articulate language. Unfortunately, while many of them possess a strong voice, many of them don’t possess that same strength in listening. While their job is to represent the people, there is a large disconnect between their perspective and the perspectives of their citizens. Even in Congress, civilized debate has transformed into a shouting battle, where both parties attempt to push their ideas, but neither side is willing to listen.

In contrast, a leader with an open ear, an open mind, and an open heart is exactly what I bring to the table. I believe that everyone has a unique story to share. From the most flamboyant billionaires to the people living on the streets, every single person possesses their own unique set of skills, perspective, and knowledge that can be useful to learn from. Because of this, I make it my priority to listen to and understand the human behind each team member I work with. In recognizing each person’s strengths and weaknesses, I’m able to build a positive environment in which every person is able to reach their maximum potential.

For example, when it comes to group projects, I always make sure to know the personalities of those I’m working with and create a transparent and inclusive environment that is conducive to productivity. Rather than dishing out assignments and deadlines, I make sure everyone is able to contribute in a way that matches their strengths and skills. Furthermore, by creating such a transparent atmosphere, group members are able to understand each other’s situations and help each other out like an actual team, allowing everyone to be both productive and pleased.

With all the divisiveness that is taking place in the country today, it is more necessary than ever to have open-minded leaders such as myself to help bring this campus and this nation together.

• Strong Hook Sentence: Using a thought-provoking idea to start your sentence immediately draws the reader in. By having a unique take on the world, people want to read more and are interested by your thoughts.
• Using Examples to Explain: For abstract ideas and concepts, try using a real life example to make things more clear. Capture the essence of your ideas and find what is at the core of them.

Stepping foot in public has been like opening a floodgate to questions and comments about the one thing that I've been looked down upon my entire life for - my height. Standing out because I was 4'9" wasn't something I was proud of; I was picked last for sports, not taken seriously, and often used as a human arm rest. My mom warned me life was going to be hard if I didn't drink my milk. However, people aren't aware that my appearance is a deception and what makes me extraordinary is that I've outgrown myself. People should be asking me how a person so "big" can fit into a girl so tiny. I have a huge personality, dreams, goals, and a plethora of talent. My achievements earned me such a high standing that I do know what the weather is like up there, yet, my head is never in the clouds because my distance from the ground makes me down to earth.

My only oddity is that my anatomy has grown out of proportion. It's hard to believe that with such short arms, I can extend them long enough to touch hearts with my art and performances. I have been devoted to helping people and educating myself ever since I was young, but who knew that my brain and heart would become so gigantic? Despite my how big my brain is, I keep my head as small as my body because I value letting others know that I'll never overlook them.

Although I haven't hit as many significant growth spurts as the average person. I grow with ambition every day, considering every moment a step closer to success. Being able to pursue my passions at a university will allow me to continue maturing into a person who will one day be looked up to by many. The reader of my response cannot see the facade that has been the subject of many peoples first impressions of me. instead, they will observe that even though I can't reach the top shelf, I can still reach my goals in life.

• Using Metaphors: Explaining something ordinary (like being short) in an unusual or not-so-common way can show your unique take on it. By using metaphors, you can connect seemingly unrelated ideas together.

What can you learn from these UCLA essays?

These UC essays are not perfect—nor should they be—but each has interesting ideas and a unique perspective.

Compared to some private university essays , UC essays are relatively straightforward.

So focus on making each UC essay express one interesting idea as your answer.

Here's my top 4 lessons for UCLA essays:

• Avoid too much storytelling and descriptions. You only have 350 words, so focus on ideas.
• Answer every part of the prompt, clearly. Avoid implying your answer. Make sure your idea is crystal clear and relevant.
• Showcase a different aspect of yourself with each essay. Avoid re-using topics, unless you're taking a very different angle.
• Show your thinking. As with all successful essays, your thinking is most important.

Also applying to UC Berkeley?

I've collected additional essays from admitted Cal students that are completely unique from these UCLA essays.

If you're interested, check out these our essays that worked for UC Berkeley .

Which UCLA essay that worked was your favorite? Let me know!

Ryan Chiang , Founder of EssaysThatWorked

Want to read more amazing essays that worked for top schools?

Hey! 👋 I'm Ryan Chiang, the founder of EssaysThatWorked.

Get our 5-minute free newsletter packed with essay tips and college admissions resources, backed by real-life examples from admitted students at top-20 schools.

Meet the Author

Ryan Chiang

I'm Ryan Chiang and I created EssaysThatWorked - a website dedicated to helping students write college essays they're proud of. We publish the best college admissions essays from successful applicants every year to inspire and teach future students.

You might also like:

18 UC Berkeley Essay Examples that Worked (2023)

18 UC San Diego EssaysThatWorked

18 UC Santa Barbara EssaysThatWorked

12 Best Stanford Supplemental Essays That Worked 2023

What do outstanding essays have in common? Here are our 23 most effective strategies based on lessons from admitted students.

No spam. Unsubscribe anytime.

By signing up you agree to Terms and Privacy Policy

Now available for November 2023 ...

The College Essay Workshop

Join my on-demand step-by-step course for crafting outstanding college admissions essays, plus 1-on-1 help.

Here's everything needed to write essays worthy of Top-20 colleges.

Google Rating

Join our students who have earned acceptances to schools like...

See exactly how students wrote admitted essays for top schools.

Our 231 essay examples show you how ordinary students wrote outstanding essays that helped their applications - all in their own words.

These aren’t just essay examples - but real acceptance stories, from real students who share their most intimate details with you - down to their real essays and exact profiel stats.

How do I find a unique topic? How do I write a great essay? And how do I stand out?

Our 231 essay examples break down these exact questions. Every type of essay prompt, student, and school.

You’ll realize these students are just like you - and that, deep down, you can do it too.

Princeton Admitted Essay

People love to ask why. Why do you wear a turban? Why do you have long hair? Why are you playing a guitar with only 3 strings and watching TV at 3 A.M.—where did you get that cat? Why won’t you go back to your country, you terrorist? My answer is... uncomfortable. Many truths of the world are uncomfortable...

MIT Admitted Essay

Her baking is not confined to an amalgamation of sugar, butter, and flour. It's an outstretched hand, an open invitation, a makeshift bridge thrown across the divides of age and culture. Thanks to Buni, the reason I bake has evolved. What started as stress relief is now a lifeline to my heritage, a language that allows me to communicate with my family in ways my tongue cannot. By rolling dough for saratele and crushing walnuts for cornulete, my baking speaks more fluently to my Romanian heritage than my broken Romanian ever could....

UPenn Admitted Essay

A cow gave birth and I watched. Staring from the window of our stopped car, I experienced two beginnings that day: the small bovine life and my future. Both emerged when I was only 10 years old and cruising along the twisting roads of rural Maryland...

Over 200 more admitted essays like these...

Learn the secrets behind outstanding application essays.

College essays are confusing. And it's not your fault. You're not taught how to write them in school.

How should I structure my essay? Can I use humor? What makes a truly great essay?

There's so much conflicting advice out there.

And with people selling "magic formulas" and "structures" to follow... it's easy to be led astray.

You’ll get access to courses, live events, a dedicated essay coach, and countless resources to help you write your best essays.

You finally have a place where you can ask these questions, get advice, and see exactly how admitted students before you did it.

You’re no longer figuring out everything on your own. You're no longer stuck wondering.

Everything you get

231 essays analyzed

Explore our database of 200+ admitted essays from top-20 colleges. Filter by prompt, school, topic, word count, and more. Get expert insights into why they worked and what you can learn from them.

Exclusive access to essay editing

You'll get access to our essay editing services, which is only offered for members. You can get your essays reviewed personally by me (Ryan). I'll give you detailed feedback on how to improve your essays and make them stand out.

Dedicated essay coach & support

You'll get access to our private community, where you can ask questions and get help from me directly. I'll be there to answer your questions and provide unlimited personalized advice.

44 in-depth video lessons

Learn the secrets behind outstanding essays. We break down the entire process, from brainstorming to writing and editing. You'll learn how to write amazing college essays for any prompt, with step-by-step guides and actionable tips.

26 downloadable guides

Get our best tips and tricks in easy-to-read guides. Learn what makes great essays, how to brainstorm your best topics, and how to write specific parts like a powerful hook and memorable ending.

Tons of bonuses

Get the Ultimate College Application Planner, my 154-Point Essay Checklist, and more. You'll also get a free copy of my eBooks, including 23 College Essay Tips to Stand Out and more.

Don't take our word for it

Some names have been changed to protect the privacy of our students and parents.

" Ryan, I want to express our great appreciation to you for your help on George's application essays. You have provided invaluable resources! P.S. I will certainly recommend you to our friends. "

" Ryan—David got into The University of Michigan!!! Only 4 kids got in out of 200 that applied at his school!!! Thank you so so much for everything "

" Thank you for the incredible help Ryan - both Hannah and I have said repeatedly that we could not have done it without you! "

" Thank you for your help with my essays back in November, including my Yale supplements. Just wanted to let you know I ended up getting into and committing to Yale! "

" I feel so much more reassured to press the submit button now. I wish I knew about your site sooner! "

" ... Invaluable to me during the college admissions process! It gave me a different perspective to look at my essays. "

" Initially I was skeptical about my essay's idea and whether it was properly reflected in my writing. This gave me a clear direction! "

Don't miss out on writing your best college essays.

© 2018- 2023 Essays That Worked . All rights reserved.

Registration on or use of this site constitutes acceptance of our Terms and Conditions , Privacy Policy , and Cookie Policy .

We have no affiliation with any university or colleges on this site. All product names, logos, and brands are the property of their respective owners.

Major Preparation in the School of Theater, Film and Television

The School of Theater, Film and Television offers the following majors:

• Film and television

Both majors provide a comprehensive introduction to the history, theory, and practice of these art forms within the context of a liberal arts education.

Applicants to the school must have a minimum 3.2 GPA at the time of application and by the time of entrance must have attained junior standing (60 semester or 90 quarter units) and have completed their general education coursework — either the school’s General Education requirements, the IGETC at a California Community College, or the General Education requirements while a student at another UC campus. Completion of the School of Theater, Film and Television’s foreign language requirement before arriving at UCLA is strongly encouraged but not required. In addition to the UC application, applicants are required to submit a supplemental application .

• Minimum GPA: 3.2
• IGETC required: Yes
• Double-major possible: No
• Supplemental application required: Yes
• Theater: December 7, 2023
• Film and Television: January 11, 2024

Major Preparation for Individual Majors

Undergraduates in theater study the history of world and American theater, contemporary theater issues, acting and performance, playwriting and analysis, design, directing and theater production and complete a sequence of advanced courses in your chosen emphases along with a capstone project.

Applicants interested in the theater major must choose one of the following emphases on the UC Application: acting, design/production, musical theater or integrated studies.

Students interested in the directing or playwriting sequences should apply via integrated studies. Those interested in stage management should select design/production. 

In addition to the general UC Application, a supplemental application is required. This includes materials such as a headshot, writing samples, transcripts, resumes, etc. Applicants will be contacted ONLY if more information is needed and an interview or audition is required.

Note: Transfer students cannot change to the theater major after admission to UCLA.

Additional information may be found at the theater B.A. page .

Preparation for the Major

• Acting design, play analysis or theater history (recommended)

Film and Television

Undergraduates in film and television study the history of film and television, screenwriting, animation and film and television production, including cinematography, editing, directing the camera, and digital media and tools. Undergraduates complete a senior concentration in one area of specialization and a professional internship.

Additional admission requirements include a personal essay, a critical essay, a creative writing sample, a life challenge essay and two letters of recommendation. Films, DVDs, and links are not accepted. Prior experience is not required.

Note: Transfer students cannot change to the film and television major after they transfer to UCLA.

Additional information may be found at the film and television B.A. page .

• One course in theater (recommended)

School of Theater, Film & Television Phone: (310) 206-8441 Theater email: [email protected] Film and Television email: [email protected]

Apply: Acting for the Camera

Acting for the camera, course dates.

This yearlong program runs from September 30, 2024 through June 6, 2025

Fall Quarter Start Date: September 30, 2024 Fall Quarter End Date: December 13, 2024

Winter Quarter Start Date: January 6, 2025 Winter Quarter End Date: March 17, 2025

Spring Quarter Start Date: March 31, 2025 Spring Quarter End Date: June 6, 2025

Closing Ceremony:  Takes place online on June 9, 2025

Workshops are limited to 16 students

Application Deadlines

International student deadline: May 13, 2024

US student deadline: June 17, 2024

Please note that this program will likely be full by the application deadlines. We recommend that you apply early.

You are welcome to confirm with us that we received your application by emailing us at [email protected].

LATE Applications

It is possible that late applications may be considered after the posted deadlines, but only if a spot is still available in the program. Please email us at [email protected] for permission to submit an application after the posted deadlines. Do not submit a late application without emailing us first.

APPLICATION PROCEDURE

The Professional Program in Acting for the Camera features a selection process based on supporting application materials as well as a self-tape callback.

Applicants must be at least 21 years old  by the start of the program.

Please note that this program is limited to 16 students per year. Admission is very competitive. Students applying to our Acting for the Camera program will only hear from us if they advance to the callback level.

After callbacks are reviewed in May, students are notified, either way, by email, with their status.

CALLBACK NOTIFICATION

The first callbacks will not begin until late May.

Applicants are notified via email if they have been invited to a callback for consideration. (This will happen in early May at the earliest.)

Check your spam filter for a message from one of our tft.ucla.edu email addresses.  Hotmail, msn and other hosts often send our UCLA emails to your spam filter. We highly recommend you create a gmail address for your application.

APPLICATION ITEMS

VERY IMPORTANT - BEFORE YOU UPLOAD ANY FORMS OR TRANSCRIPTS , make sure that you have blacked out your social security number, home address, student ID#, or any other private information that could be compromised during transit from your server to ours. Applicants who do not follow these instructions will not be considered.  

Before clicking the Start Application button, please have the following ready to upload:

• Statement of Purpose The Statement of Purpose is simply a short essay in which we'd like you to tell us a little about yourself, your creative background, and your acting goals. Take your time with this. Very short responses will not be considered.
• Acting Resume Previous credits in theater, film, television and digital content, as well as previous industry-related education and any union affiliations should be included.
• Headshot Please include your most recent headshot.
• A Link to Your Acting Reel.  Please note the following:
• If your link is broken, your application won't be considered.
• Do not send monologues. Scenes only please.  
• We will not open attachments. You must upload your reel to a public or private Youtube, Vimeo, casting, IMDB or personal web page and include the link and password information needed to view it in the proper box on the application page. (Do not send us your personal passwords—only the password we need to view your reel.)
• International Students— a portion of your reel must be in English to be considered.

Be sure to sign the Professional Programs Policies on the application page, or your application cannot be considered.

TUITION PAYMENT PROCESS

After a successful callback, students may be invited to attend the program. If you are accepted into the program, you will be contacted with instructions on how to pay your $2000 tuition deposit.  A deposit must be paid to hold your spot in the program.

The full tuition balance will be due a few weeks before the start of the program. Tuition must be paid in full before the program begins.  

Our UCLA tuition payment portal can only accept payments by credit or debit card. Tuition cannot be paid by check or money order.  

There is no application fee for our programs.

FINANCIAL AID

Although our programs are graduate-level, they do not earn academic credit. For this reason, we know of no loans, financial aid, scholarships, or military waivers that are available for our applicants.

REFUND POLICY AND SCHEDULE

Applicants who would like to withdraw from any of our courses must do so in writing. Students may simply email us at  [email protected] .

The refund schedule for the 2024-2025 Professional Program in Acting for the Camera is:

• 100% refund if student withdraws by September 9, 2024
• 80% refund after September 9, 2024, and up to and including first day of second week of classes (October 15, 2024)
• 50% refund after October 15, 2024, and up to and including first day of third week of classes (October 21, 2024)
• 0% refund after October 21, 2024

INTERNATIONAL STUDENTS - VISA INFORMATION

If you are a non-native English-speaking student, please be advised that our professional programs are intensive and that all work must be practiced in English. A sufficient command of the English language is necessary to participate in our on campus courses. A TOEFL score of 560 (paper based) or 87 (internet based iBT) or IELTS overall band score of 7 or higher will be necessary to participate in this course.

The only visa approved by the U.S. government and UCLA for the Professional Programs is the F-1 visa. No other visas will be accepted.

Participation in TFT Professional Programs is prohibited under the B1/B2 visas/ESTA visa waiver program (WT/WB).

If you are going to enroll in the Professional Programs and need an F-1 student visa, you will first need to apply for a UCLA I-20 document. The I-20 is the document that you will bring to your local U.S. Embassy/Consulate in your home country in order to obtain the F-1 student visa.

First, apply for the UCLA Professional Program of your choice per the admission instructions. If you are admitted, only then you can request an I-20 application from UCLA. At that point, you will need to complete the I-20 application and provide several supporting financial documents, as well as a copy of your passport biographical page. We will send you the specific instructions in an email.

To allow enough time to obtain the F-1 student visa, you must apply to our programs by the posted International Student Application Deadline. International students are strongly encouraged to apply for the Professional Programs as early as possible. The longer the wait, the less likely it will be that you will have enough time to secure your student visa before the course begins. International students may not arrive late for the program.

Please be advised that there is a non-refundable of $340 I-20 processing fee payable to UCLA’s Dashew Center. You will be charged this fee once you decide to enroll in the program and go through with the I-20 request process. In addition, please be aware that students entering the United States on a F-1 student visa must first pay for the I-901 SEVIS fee ( www.FMJfee.com ) to the U.S. Department of Homeland Security. There will also be a DS-160 student visa application fee ( https://ceac.state.gov/ceac ) to pay to the U.S. Department of State.The mentioned fees are non-refundable.

There are NO off-campus employment authorizations through Curricular Practical Training (CPT) and/or post-degree completion Optional Practical Training (OPT) available for our Professional Programs students studying on the F-1 visa status for any of our programs. They may not work in the U.S. after the program ends under OPT work authorization. During the program, F-1 students may only work on-campus, for up to 20 hours per week, in jobs that are paid through the UCLA payroll system. F-1 students cannot engage in off-campus employment, paid by other companies. Please note that our students are considered Guest Affiliates/UCLA Guests, and are not eligible for MyUCLA accounts, which can make finding a job on-campus difficult. The UCLA Professional Programs and the UCLA Dashew Center for International Students and Scholars are not able, in any way, to help students search for or secure employment.

If you have any questions, feel free to email us at [email protected] .

Acting for the Camera Directing Producing Screenwriting Screenwriting Online Writing for Television Writing for Television Online Writing for Late Night Comedy Advanced Workshops

Newsletter Sign Up

102 E. Melnitz Hall,  Box 951622 Los Angeles, CA 90095-1622 310.825.6124 [email protected]

• Acting For The Camera
• Producing Online
• Screenwriting
• Screenwriting Online
• Writing for Television
• Writing for Television Online
• Writing for Late Night Comedy Online
• Advanced Workshops
• Alumni Testimonials
• Alumni News
• Acting for the Camera

Join the conversation

• Current Students
• Prospective Students
• Student Services & Admissions
• International Students
• BA Theater Admissions Page
• Schedule Interview/Audition
• Acting Requirements
• Design/Production Requirements
• Integrated Studies Requirements
• Musical Theater Requirements
• Frequently Asked Questions
• Map and Directions to UCLA
• Global Diversity
• Social & Civic Responsibility
• Office of Development & Industry Relations
• Giving to TFT
• Our Vision and Manifesto
• Feature Stories & News
• Events Calendar
• UCLA Film & Television Archive
• Geffen Playhouse
• Our Brochure
• Hammer Museum

UCLA DEPARTMENT OF THEATER INTERVIEW/AUDITION INFORMATION

Home > Students & Admissions > Interview/Audition Tour

Undergraduate Acting Interview/Audition Requirements

Applicants will be contacted ONLY if more information is needed and an Interview/Audition will be required. (An Interview/Audition is not always required for admittance. Therefore, not all applicants will be contacted.)

Applicants who are REQUIRED to attend an  Interview/Audition  will be contacted starting  December 13, 201 9 .   A fee of $70.00 will be required to schedule an appointment.

If an INTERVIEW/AUDITION is REQUIRED

Interview/Audition Appointment Scheduling

● Schedule the IN-PERSON  Interview/Audition , if required. - If an Interview/Audition is required, applicants will schedule an Interview/Audition Appointment online through their Acceptd account. - A fee of $70.00 will be required to schedule an Interview/Audition appointment. - U.S.-based applicants must attend an In-Person interview/audition. 

- International applicants may participate in a virtual interview/audition by special request.

Interview/Audition Day Requirements

On the day of your appointment, there will be four parts to the  ACTING  Interview/Audition:

1. Information Session 2. Movement Session 3. Interview 4. Monologues

**Please bring a copy of your resume and recent photo on the day of your appointment.**

The total time you need to be present for your Interview/Audition appointment is between 3-5 hours.

1. INFORMATION SESSION FOR APPLICANTS AND PARENTS

A one-hour Information Session will be held for applicants and parents during the scheduled Interview/Audition period. You do NOT need to schedule additional time for the Information Session. At the Information Session you will learn about the UCLA Theater department, as well as our undergraduate curriculum. You will also have a chance to ask any questions you may have about the theater program. Parents or guardians are excused after the Information Session is over.

2. MOVEMENT SESSION

You will participate in a set of group movement exercises. You will NOT be dancing. - Please wear loose, comfortable clothing, including sweats or light cotton pants. - Please wear comfortable footwear in which you can move. 

Once the movement session begins, we will be looking to see how you respond to challenges and go with the flow.

3. INTERVIEW

There will be a short interview during which you will discuss your goals and aspirations for studying in a university setting.

4. MONOLOGUES

Applicants should fully prepare, memorize and present two (2) 90-second monologues from published plays. Please note that monologues originating from "monologue books" or movies are strictly prohibited. Be prepared to answer questions and discuss the play and author, if asked.

Please prepare:

- One monologue in verse (any period) - 90 seconds or less - One from a published play (any period) - 90 seconds or less

MONOLOGUES: Important Information & Tips

● We prefer to see what you prepare on your own, without direction or coaching. ● Choose material to which you can relate and fully understand. Make sure you have read the full play. ● Do NOT use an accent or dialect. Trust your own voice! ● Neither prepared monologue should exceed 90 seconds. If either monologue substantially exceeds the time allotment, we will assume you cannot follow directions. If you need to cut your monologue, we recommend making cuts at the beginning or end. Avoid internal cuts. ● You might be asked to perform just one selection, so begin with whichever monologue you think is stronger. ● Please do not speak your monologue directly to the auditor, unless the auditor specifically requests that you do so. If your monologue is spoken to another character, choose a point of focus at or near eye level on the wall behind the auditors. Do not speak to a chair! ● You may be stopped at any time. This is in no way a negative appraisal of your work, but rather to assure we make best use of our limited time with you. Remember, we are trying to assess the likelihood that you will thrive in our program, not your worth as a person or an artist. ● You may not use props or costumes during your audition. ● Do not expect feedback at or after the audition.

Remember that you are auditioning for  training , not for a particular play or role.

If you have Interview/Audition questions, contact  [email protected]  for the quickest response, or (310) 206-4418. When leaving a message, please include your e-mail address.

General Catalog

Acting and performance in film, theater 120a.

UCLA Department of Theater

Start an application.

Narrow your Search

Our Vision is for TFT to serve as a premier interdisciplinary global professional school that develops outstanding humanistic storytellers, industry leaders and scholars whose diverse, innovative voices enlighten, engage, and inspire change for a better world.

About TFT - We are a creative force recognized the world over. Our students, faculty and alumni showcase their work at premiere festivals and research conferences around the globe, and win awards spanning every medium, platform and discipline. The world looks to us for the talent that is the lifeblood of the entertainment and performing arts industries today, and the thought leadership and cutting-edge research that provide the road map for where we're going tomorrow. Please contact Student Services ( [email protected] ) for any questions regarding the supplemental application requirements   and contact   [email protected]  for questions about interviews/auditions.  For technical questions, please visit the   Acceptd Help Desk.

Summer 2024 Dates and Deadlines

• International Students
• Calendar and Deadlines
• Request Info

Student Type

• Courses & Programs
• Student Services
• Fees & Financial Aid
• Registration

Current UCLA students or incoming and current UC students.

Newly admitted UCLA students who are looking to get an early start.

Students attending a non-UC college or university in the U.S. or abroad.

Students attending high school in the U.S. or abroad.

Individuals who are looking to expand their knowledge or prepare for a career.

6-10 week courses that represent UCLA's academic breadth, offered fully in person or hybrid (in person/online). Earn credit in a subject perfect for your path.

Courses that are designed for online learning. Earn credit from wherever you are in the world.

Three-week courses offered in an accelerated format. Earn the same amount of credit in less time.

Innovative UCLA-credit programs with a career focus and professional development opportunities in business, architecture, film, and more.

The UCLA undergraduate experience for high school students. Earn college credit and gain insight into college life.

Immersive and intensive UCLA-credit programs for advanced high school students in STEM, social science, creative arts and more.

Prepare yourself for a career that addresses prevalent worldwide topics and issues. Earn credit, gain insight from industry leaders, and learn how to be a pioneer for global impact.

Special Opportunities for UCLA Students

Make progress on your major or minor with added benefits.

Explore a major while learning career skills and satisfying GE requirements.

UCLA Quick Links

Review UCLA Summer Sessions enrollment and payment related procedures and policies, as well as academic policies.

Explore the campus services and resources available to you as a UCLA Summer Bruin.

Know your rights and responsibilities as a UCLA Summer Bruin.

Download frequently used forms for enrollment or I-20 requests.

Click here to begin registering for UCLA Summer Sessions.

Click here to return to your in-progress or completed registration for UCLA Summer Sessions.

Learn how to relate to the camera lens and approach script analysis

Train your techniques for on-camera acting and gain experience executing a self-taped audition

The UCLA Camera Acting Summer Institute is a two-week, intensive program for students interested in the performing arts. This program encompasses voice, scene study, storytelling, and on-camera acting training.  Students will learn about the process of relating to the camera lens and approaches to understanding a script so that specific choices can be made to prepare for and connect in the audition room.

Students will learn the technical components of acting for the camera and writing and filming their own content, while also gaining hands-on experience executing a self-taped audition. Beyond the classroom, students will attend guest workshops and learn the art of collaboration.

This program is designed for high school students who seek the discipline and training required for participation in a university on-camera program or a career in the entertainment industry.

Please note that all levels are encouraged to apply.

Camera Acting Summer Institute Program Overview

Application requirements.

Application deadline: June 1, 2024 | Enrollment deadline: June 15, 2024

Applications are reviewed and admission to the program is granted on a rolling basis starting February 15th. Applying at your earliest convenience, prior to June 1st, is highly recommended.

The program has application requirements for admission. Eligible applicants who successfully submit all requirements will be reviewed and notified via email of an admission decision within 3 weeks.

Applicants are required to provide the following during the online registration process:

• If your school transcript utilizes a different grading system, please submit your transcript as is. If available, please attach a translation/equivalency guide.
• If your school has a translation/equivalency guide, please also include it with your transcript. If you do not have a translation/equivalency guide, please still submit your most up-to-date transcript as is for staff to review.
• Value statement : At the time of registration, ALL applicants will be prompted to submit a few short sentences reflecting on their pursuit of participation in a UCLA Precollege Summer Institute. Please note that students are strongly discouraged from relying on ChatGpt/AI tools for their application responses and are encouraged to submit original and authentic answers.
• A 500-word essay responding to the following prompt: How do you plan to impact the world through your storytelling?
• A letter of recommendation from a teacher, director, or someone similar that can attest to your theatrical ability, challenges, and areas for growth.
• A resume. If you do not have a resume, please submit a brief description of your theatrical and/or artistic experience.
• A video of a 1- 1½ minute monologue or improvised scene. Prompts are provided. See Video Audition Guidelines in the FAQ below.

The essay will be prompted on the registration form; we recommend having your essay pre-written to copy/paste. Both the letter of recommendation and resume can be uploaded (.pdf) during the application process.

For the video component, you will need to upload your video and make it private to YouTube, Vimeo, or a similar site, and paste the private link during the application process.

Note: All responses and links will not be accessible to edit in any form after submission of the application.

Housing – Mandatory

Due to the intense nature of the Camera Acting Summer Institute and the time commitment involved, living in on-campus housing is  mandatory .

For more information on UCLA housing precollege programs, please see the  Housing for Minors  page.

Many of our precollege programs with mandatory housing (only) also feature non-curricular evening and weekend activities, the availability of which is at the sole discretion of the academic department offering the program, and are not operated by UCLA Summer Sessions. To learn more about whether (and when) your selected program will host such activities, please consult the schedules for each program or contact the department in question directly: [email protected]

Most of our precollege programs with mandatory housing will hold check-in on the Sunday before the start of the program between 4-6pm, and hold check-out the Saturday after the final day of class at 11am. Please contact the department in question directly to confirm check-in and check-out times: [email protected]

Coursework & Grading

Theater 72; 2 units

Students will receive a letter grade upon completion. See University Credit, Grades and Transcripts for more information about academic credit.

In order to successfully complete the program, students must not have more than 2 excused or unexcused absences.

Scholarships

UCLA Summer Sessions Summer Scholars Support

Qualified students attending grades 9th – 11th in Spring 2024 in the state of California may be eligible for  Summer Scholars Support , a need- and merit-based scholarship offered by the UCLA Summer Sessions Office. Students must be 15 years old by the first day of Summer Sessions 2024 on June 24th in order to participate in a Precollege Summer Institute and/or apply for Summer Scholars Support. A limited number of full and partial scholarships are available to support enrollment in SCIP/eSCIP, one Summer Course, or a Precollege Summer Institute.

Summer 2024 deadline to apply: March 15.

Session A: June 30, 2024 – July 13, 2024

Session B: July 14, 2024 – July 27, 2024

Session C: July 28, 2024 – August 10, 2024

Program Type: Mandatory Housing/In-person

Program Eligibility: 9th-12th grade in Spring 2024*

Application Deadline: June 1, 2024

Enrollment Deadline: June 15, 2024

*All participants must be at least 15 years of age by the first day of Summer Sessions 2024 on June 24th, no exceptions allowed.

The schedule and syllabus are subject to change. Enrolled students will be given updated materials closer to the program start date.

Fees and Payment Info

The program fee includes the unit fees for the UCLA coursework offered as part of the program and thus varies by UC student status. The program fee also includes the cost of UCLA Housing (for mandatory housing programs). In addition to the program fee, students are assessed other campus and administrative fees during the summer. This is a summary of fees that commonly apply to the selected student type.

Actual tuition and fees are subject to change by the University of California. Visit the fees, payment, and financial aid section for important disclaimer, as well as more details on fees, payment instructions, and information on delinquency, refunds, and financial aid.

Meet Your Instructors

Patrick hurley.

Patrick Hurley graduated from UCLA with his MFA in playwriting. The first part of his Queer Tetralogy On a Queer Day was a Semi-Finalist for The Eugene O’Neill playwrights conference in 2018. His play The Winds of Ariston was part of UCLA’s 2017 New Play Festival. In 2018, his serialized play #instagay had twelve episodes at Sacred Fools Theatre in Los Angeles. In 2016, his play My Play’s Last Scene was part of the Marianne Murphy Staged Reading Series. That same year his One Act Indigo at Midnight was part of the Francis Ford Coppola One Act Play Festival. He worked as a Stage Manager for Francis Ford Coppola on his live television project Distant Vision. He has taught playwriting at UCLA, has been a dramaturg and literary assistant for The Theatre @ Boston Court in Los Angeles, and was the head writer for the 2018 Los Angeles Ovation Awards Ceremony. He is a two-time recipient of the George Burns/Grace Allen Fellowship for Comedy.

Rod Menzies

Actor and director Rod Menzies is an internationally recognized voice, speech, text, and dialect coach. He is a former co-artistic director of Ensemble Studio Theatre Los Angeles (EST/LA), where he serves on the Board of Directors and contributes as an actor and director in the development of new American plays. He is also a member of the Open Fist Theatre Company, where he acts and directs. In 2018, he appeared in Zuri Alexander’s award-winning short film,  Quiet Denial , which has screened at a number of film festivals including L.A. Shorts, where it was recognized with an Audience Award.

As a director, Menzies has helmed more than 60 theatrical productions, including three world premieres for EST/LA, and an award-winning world premiere of Tom Jacobson’s Walking to Buchenwald for Open Fist. In Los Angeles, he has performed leading roles at Open Fist, A Noise Within, Odyssey Theatre Ensemble, Pico Playhouse, Getty Villa, Chalk Repertory Theatre and EST/LA. A veteran of the Shakespearean Stratford Festival in Stratford, Ontario, Canada, Menzies has played many leading Shakespearean roles, including Mercutio in  Romeo and Juliet ; Sir Andrew Aguecheek in  Twelfth Night ; Hortensio in  Taming of the Shrew ; Lysander in  A Midsummer Night’s Dream  and the title role in  King Henry V .

As a faculty member in nationally recognized conservatory programs, Menzies has taught acting and directing through many courses in voice, speech, text, and dialects. He is a founding faculty member of Canada’s National Voice Intensive where he taught voice and Shakespeare text for 15 years. As the founding producing director of New York Theatre Intensives, he taught a summer intensive in new play development in collaboration with the member artists of EST/NY.

Among the actors he has coached are Patricia Arquette, Neve Campbell, David Duchovny, Mariska Hargitay, Adrian Homes, James Purefoy, Marcus Scribner, Alicia Silverstone, TJ Thyne, and Sophie Turner.

In addition to UCLA TFT, Menzies teaches at the AMDA Conservatory of the Performing Arts. He received his master of fine arts degree in theatre from York University in Toronto and a diploma in acting from Bristol Old Vic Theatre School in Bristol, England.

Les Miller is an award-winning short film director and screenwriter. Her acting journey began at 16, when she took an intensive summer course in the Meisner Technique with Sidney Kay from The Neighborhood Playhouse. Encouraged to continue training full-time, Les moved from her home in Pennsylvania to study with the legendary Stella Adler in NYC. After completing 2-years at the Stella Adler Acting Conservatory, she furthered her studies at the HB Studio with Uta Hagen. Les applied her expertise in the craft of acting as a Casting Director in NYC, having cast small independent feature films, and commercials for major brands such as Snickers, AT&T and Renuzit. Les has directed several plays, staged readings, and many actor showcases for high level industry insiders.

Previously, Ms. Miller taught acting and film directing at the New York Film Academy at Universal Studios, served as Director of New Works for the Ark Theatre Company, and was a member of the Playwrights Unit at the Ensemble Studio Theatre, LA.

Currently, Les teaches acting for the camera, and audition technique at the prestigious Theatre of Arts, and the art of directing actors for the screen at the UCLA Extension. In addition, Les is a much sought-after private audition coach whose clients regularly appear in film and television.

As an academic, Ms. Miller holds an M.F.A. in Film Directing and Production from UCLA. She also holds a Certificate in Screenwriting from the UCLA Professional Program in Screenwriting. She graduated Summa Cum Laude with a double Bachelor’s Degree in Psychology, and the Thomas Hunter Honors Program from Hunter College, City University of New York.

Kathryn Schott

Kathryn Schott is a graduate of UCLA TFT Master’s program. Since graduating in June 2020, she has directed two award winning short films: Mr. Baker and Don’t Jump, starred in several short films, commercial campaigns and most recently wrapped up her first lead in the indie feature film City of Love. She has also successfully launched a career as a voice over artist and audiobook narrator and is looking forward to directing and producing her next short film in the Summer of 2022. When not working on her own creative pursuits, Kathryn has enjoyed passing on this love through teaching in the arts, including as a lecturer for UCLA’s MFA program, and conducting film acting workshops.

Alicia Sedwick

Before moving to Los Angeles, Alicia Sedwick was a NYC-based actor for over a decade, performing in OffBroadway (Lady Macbeth) and regional theatres including The Old Globe, American Conservatory Theatre (company member), The Colorado Shakespeare Festival and The Ensemble Theatre Company. She has made numerous national commercials and voiceovers, and television credits include Law and Order and LA Dragnet. Alicia is a contributing producer for the nationally-syndicated radio show Experience Talks, and co-produced Spark Off Rose, a live monthly storytelling event in Los Angeles for the last fifteen years. She received her M.F.A. in Acting from The American Conservatory Theatre and teaches College Acting, Movement, Speech, VO, and Conceptual Storytelling. Alicia also coaches and edits speeches for national non-profits, TED Talks, and corporate speakers.

Camera Acting Summer Institute FAQ

Video audition guidelines.

You will need to upload one file into a private link on either YouTube or Vimeo and include the password to your private link on the registration form. The link will be your audition, which consists of your slate and monologue.

Slate : Please provide your first and last name, the name of the play your piece is from, the character’s name, and the playwright. There is no need to explain what is happening in the play. Feel free to say hello to us.

Monologue Length : 1- 1 ½ minutes is preferred

How to film your monologue : Frame it so that you are facing the camera for a medium to close upshot. Use your best judgment for what will work best for your monologue. If you will be moving during your monologue, a medium shot may be better. You may choose to speak into the camera or slightly off-camera.

Please remember to review your takes, see what works, and adjust as needed before submitting your audition. Trust the process and try not to be overly critical of yourself.

• Audition against a blank wall or door.
• Please do the monologue in one take.
• If you would like to film your slate in a separate take and then edit the take of your monologue into one file, that is acceptable.
• You may film your monologue from your phone or tablet. We are not worried about high production value. The most important thing is that we can see and hear you.
• Do not do a scene with someone reading lines off-camera.
• Do not send prior performances or tapings from plays. Record a new video according to the audition guidelines for the purposes of this application.
• Do not put pressure on yourself to deliver the “perfect” audition. Do your personal best, be authentic, and don’t forget to have fun!

What kind of experience or background should applicants have?

We welcome students of all levels. However, there should be a strong interest in learning how to act for the camera.

What are the main skills students will learn?

Students will learn how to act on camera, as well as the technical components of a set, movement, and voice.

Are there any required materials?

Students will need to bring laptops or iPads, a notebook and makeup. Students should also wear comfortable clothes as they will be participating in classes that have physical movement.

Is there a final performance?

There will not be a final performance. Instead, students will participate in short films that are created, directed, and produced by the students in the TFT Film Department.

Still have questions? Check out the general Summer Institutes FAQ.

• Recommendations
• Notifications
• My Favorites

Favorites, recommendations, and notifications are only available for UCLA Graduate Students at this time.

Access features exclusively for UCLA students and staff.

As a student, you can:

• Add funding awards to your favorites list
• Get notified of upcoming deadlines and events
• Receive personalized recommendations for funding awards

 We're Sorry

You've signed in with a UCLA undergraduate student account.

UCLA Graduate Programs

Graduate Program: Theater

UCLA's Graduate Program in Theater offers the following degree(s):

Master of Fine Arts (M.F.A.)

With questions not answered here or on the program’s site (above), please contact the program directly.

Theater Graduate Program at UCLA 103 East Melnitz Box 951622 Los Angeles, CA 90095-1622

Visit the Theater Department’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Theater Department’s course descriptions

• Admission Requirements
• Program Statistics

(310) 206-8441

[email protected]

MAJOR CODE: THEATER

• Share full article

Advertisement

Supported by

U.C.L.A. Removes Police Chief in the Wake of a Protest Melee

University of California, Los Angeles, officials have been widely criticized for their failure to stop attacks on pro-Palestinian protesters at a campus demonstration.

By Corina Knoll

Reporting from Los Angeles

The campus police chief for the University of California, Los Angeles, has been removed from his post in the aftermath of a violent, hourslong attack on a pro-Palestinian encampment at the school, during which security officers did not intervene.

The chief, John Thomas, has been reassigned temporarily while the university examines its security processes, according to U.C.L.A. officials.

Mr. Thomas had been under intense criticism over the university’s delayed response to the melee on the night of April 30 in which people were beaten with poles or kicked, objects were thrown and chemicals were sprayed into the air. The attack was instigated by dozens of counterprotesters, many of whom did not appear to be students, based on videos of the incident.

Even after officers from the Los Angeles Police Department arrived on the scene, no arrests were made that night.

The university canceled in-person classes the next day, pushed back midterm exams and scrambled to address the overnight eruption of bloody violence.

Gawin Gibson has been named the acting police chief for the campus, Mary Osako, vice chancellor for strategic communications, said in a statement. Mr. Gibson was the captain of the university’s operations bureau, according to the school’s website.

“U.C.L.A. created a new Office of Campus Safety that is leading a thorough examination of our security processes aimed at enhancing the well-being and safety of our community,” Ms. Osako said.

Mr. Thomas, who was once an L.A.P.D. officer, was appointed the university’s chief of police in January after serving as its interim police chief for a little more than a year.

Previously, he had worked at the University of Southern California for about 16 years in various roles in the Department of Public Safety, including as its executive director and chief. He had also been the deputy chief of police and emergency management at the University of the District of Columbia.

Mr. Thomas has defended his actions on the night of the attack, telling The Los Angeles Times that he quickly called L.A.P.D. But when officers arrived, they did not immediately intervene. A lieutenant said he had been directed to wait, according to Mr. Thomas. There have yet to be arrests in the incident.

For many students and faculty, outrage over the incident intensified when university officials decided to take an aggressive approach the next night and had law enforcement officers take down the pro-Palestinian encampment.

In that encounter, police officers arrived on campus in riot gear and faced off with hundreds of protesters. More than 200 people were arrested , and most of them were charged with misdemeanors such as unlawful assembly, according to the Los Angeles County Sheriff’s Department.

The university soon after announced that it had created a new campus safety position to oversee the school Police Department, and that it had appointed Rick Braziel, a former chief of the Sacramento Police Department, to the role.

“To best protect our community moving forward, urgent changes are needed in how we administer safety operations,” the university’s chancellor, Gene Block, said in a statement at the time.

Dr. Block has been under fire himself , and he is expected to speak at a House committee hearing on Thursday about his response to antisemitism on campus.

In testimony already submitted to the committee, Dr. Block said the university had given protesters written notice that the encampment was an unlawful assembly and that it would be removed.

“But before the necessary police resources could be assembled to remove the encampment, which had become a focal point of conflict, assailants attacked the encampment that evening,” he wrote. “Tragically, it took several hours before law enforcement could quell the violence.”

Dr. Block said he understood the pain of antisemitism, having lived with it himself “a s a Jewish kid growing up in the Catskills region of New York, in a family with relatives who were Holocaust victims and survivors.”

He added that an independent police consultant had initiated a review of the confrontation, including the university’s planning and security protocols. “We will hold accountable those who engaged in violence and violated our policies,” he wrote.

Last week, the Academic Senate at U.C.L.A. voted against two resolutions that would have rebuked Mr. Block, who has led the school since 2007 and is set to retire in July.

Corina Knoll is the Los Angeles bureau chief. She writes features about California and covers breaking news. Previously, she spent more than a decade with The Los Angeles Times, where she contributed to two Pulitzer Prizes. More about Corina Knoll

The Campus Protests Over the Gaza War

News and Analysis

​Harvard said that it will no longer take positions on matters outside of the university , accepting the recommendations of a faculty committee that urged the school to reduce its messages on issues of the day.

​Weeks after counterprotesters attacked a pro-Palestinian encampment at the University of California, Los Angeles, the university police have made the first arrest related to the attack .

​​A union for academic workers in the University of California system announced that an ongoing strike challenging the system’s handling of pro-Palestinian demonstrations would extend to two more campuses , U.C.L.A. and U.C. Davis.

The Battle Over College Speech:  ​University demonstrations over the war in Gaza have reignited the debate over campus speech, and have led to a rethinking of who sets the terms for language in academia .

Making Sense of the Protests:  In the weeks leading up to graduation, our reporter spoke with more than a dozen students at Columbia University and Barnard College about how the campus protests had shaped them .

A Complex Summer:  Many university leaders and officials may be confronting federal investigations, disputes over student discipline  — and the prospect that the protests start all over again in the fall.

A New Litmus Test:  Some Jewish students say their views on Zionism — which are sometimes assumed — have affected their social life on campus .

From ‘Step Up Revolution’ to ‘9-1-1’: How competition fuels actor Ryan Guzman

• Show more sharing options
• Copy Link URL Copied!

Ryan Guzman’s path to the ABC drama “9-1-1” began with Bruce Lee.

He recalls falling in love with martial arts as a child after his father showed him a movie starring the Hong Kong American actor.

“I remember begging him around 6 years old, ‘Can you please give me like a karate lesson or whatever?’” said Guzman. “He signed me up for a taekwondo class for my seventh birthday. I got my black belt when I was 10.”

Guzman, who was raised in Sacramento, eventually pursued a career in mixed martial arts fighting and joined an amateur league

The lack of Latino representation in film is deeper than negligence. It’s intentional exclusion

According to the recent report from the Annenberg Inclusion Initiative at USC, Latino representation in Hollywood has not shown any meaningful growth in the last 16 years.

Nov. 9, 2023

“I had this fear of not necessarily getting hurt but losing and being embarrassed,” he said. “I wanted to overcome that fear and put myself in the worst possible scenario I could. I ended up doing that and fell in love with MMA. It led to the expansion of my own durability and the question of what’s next.”

But fighting brought him no income, so he sought out a side hustle. He landed on modeling — not exactly the most complementary profession for a fighter.

“I couldn’t hide MMA from modeling because I would show up with a black eye or with cage marks on my back,” said Guzman, chuckling. “I remember doing a runway show and I took off my shirt. The whole room gasped and thought I had gotten in a car accident.”

Guzman’s modeling career took off, leading him away from fighting and bringing him to Los Angeles. It wouldn’t take long for the former mixed martial artist to follow in his hero’s footsteps and pursue acting.

“I saw these people who were coming out to do modeling and acting and they were all snobbish. I looked at them and I thought, ‘You have the IQ of an ant. How are you successful?’” he said. “No way that they’re going to beat me in these [auditions]. I gotta try this out. It became more of a competitive thing.”

Modeling casting calls were replaced with commercial auditions. In 2011, Guzman landed his first big role— he was cast as Sean Asa, the protagonist in “Step Up Revolution,” the fourth installment in the dance film franchise that helped launch Channing Tatum’s career.

The Latinx experience chronicled

Get the Latinx Files newsletter for stories that capture the multitudes within our communities.

You may occasionally receive promotional content from the Los Angeles Times.

“I knew that I wasn’t ready for what I had gotten,” he said. “I was in such a catch-up mode [on the set of “Step Up Revolution”] because I never acted, and I never really professionally danced. It put my competitive streak to a level I had never been before.”

His hard work paid off, resulting in roles in Tim Kring’s reboot series “Heroes Reborn” and “The Boy Next Door” with Jennifer Lopez. Guzman says navigating Hollywood led him to develop a complicated relationship with his Mexican American heritage— he was constantly being cast as the token Latino.

“Sometimes tokenism has run its course. I don’t want to just be that person,” he said. “I have a unique thing that I really want to portray. The other part of it is that somehow this got me here. You know, and I can’t really denounce this because this is a gift and I have to make the best of it. So what can I do with this gift?”

He found the perfect balance with “9-1-1.”

The prime-time drama, which centers around the high-pressure lives of first responders in L.A., wasn’t on his radar until he was offered the role of Eduardo “Eddie” Diaz for the show’s second season — a moment he describes as “divine intervention.” Guzman says he got the call right after finding out his first child was about to be born.

Guzman says he saw a lot of himself in Eddie Diaz, a Mexican American firefighter who takes on the challenge of being a single parent.

“I’ve had moments as a father on the show before the actual moment in my life. Some moments have to do with being a single parent, overall friendships or how to handle your own emotions,” said Guzman. “There’s so many things that Eddie has gone through that I was able to kind of pull from later on in life and give myself a little bit more grace while doing it.”

Between a capsized cruise ship and life-altering fires, “9-1-1’s” seventh season has kept its audience on the edge of their seats — bringing in 8.85 million viewers to the season premiere. There’s also drama — Diaz becomes entangled in an emotional affair with a woman who resembles his late ex-wife, complicating his relationship with his current girlfriend and his son.

And while Guzman didn’t set out to be an actor, he’s glad he ended up where he is.

“I realized [on the set of “Step Up Revolution”] there’s something to be learned from acting, so I thought, ‘Let me devote myself to this. Let me try to understand a little bit better.’ Honestly, up until three years ago, I didn’t call myself an actor,” he said.

“I’m just trying to get into each character and learn something about humanity or learn something even about myself. I was just lucky that I got the jobs that I got using my competitive charisma.”

More to Read

Law Roach breaks down Zendaya’s tennis-inspired ‘Challengers’ looks and ‘method dressing’

April 25, 2024

It’s time for an Oscar for stunts. ‘The Fall Guy’ is the best argument for it

April 17, 2024

Review: Kinetic ‘Monkey Man’ announces a bold new action director, one you already know

April 4, 2024

Cerys Davies is a spring reporting intern in the De Los section of the Los Angeles Times. Born and raised in Los Angeles, she focuses her writing on the Latinx experience within the context of the city. Often looking to art and music as tools and sources of inspiration, she finds her passion for the arts, writing and her community all come together within the context of journalism.

More From the Los Angeles Times

DJ Leslie Ortiz’s ‘Toxica Fridays’ party is bringing Latin music to L.A.’s lesbian nightlife

Copyright infringement lawsuit against Bad Bunny, Karol G and others can move forward, judge rules

May 31, 2024

8 movies to watch at this year’s Los Angeles Latino International Film Festival

May 29, 2024

Mi Los Angeles: Notable Angelenos tell us about their favorite local Latino-owned businesses

May 28, 2024

Theater BA: Musical Theater Emphasis

The Ray Bolger Musical Theater Program is designed for undergraduate actors who sing and dance.

Students are exposed to a wide variety of performance techniques and approaches through a combination of rigorous studio classes, performance opportunities and guest master classes.

The program consists of a minimum of six quarters of related performance classes that begin in sophomore year. Transfer students enter in junior year and complete a minimum of four quarters of related performance classes. Related performance classes consist of acting, voice and speech, dance, and singing slasses. Musical Theater emphasis students are integrated into the Acting emphasis classes and have opportunities to perform in both musicals and plays from the vast canon of classical to contemporary works.

Students admitted to the Musical Theater emphasis are not guaranteed a place in Musical Theater classes each quarter. All classes require instructor consent to enroll.

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• Auto Racing
• 2024 Paris Olympic Games
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Stories of Asian American Jews on stage showcases diversity and rich heritage

From left, cast members Kenzo Lee, Lillian Mimi McKenzie, Kaitlyn Tanimoto, Victoria Rani, and Kimberly Green perform in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Lillian Mimi McKenzie performs in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Kimberly Green, center, performs with other members of the cast in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Victoria Rani performs in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Kimberly Green, right, performs in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. Kaitlyn Tanimoto is at left. (AP Photo/Ashley Landis)

Lillian Mimi McKenzie, center, performs with other members of the cast in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Kenzo Lee performs in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Kaitlyn Tanimoto, center, and Kimberly Green, right, perform in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. Lillian Mimi McKenzie is at left. (AP Photo/Ashley Landis)

Lillian Mimi McKenzie, right, performs in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. Kenzo Lee is at left. (AP Photo/Ashley Landis)

Writer Lulu Fairman, left, talks with writer and co-producer Maryam Chishti before a performance of “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Lillian Mimi McKenzie, an actress in “What Do I Do With All This Heritage?” poses on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Kimberly Green, an actress in “What Do I Do With All This Heritage?” poses for a portrait, Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Maryam Chishti, a co-producer and writer of “What Do I Do With All This Heritage?” poses on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

Lulu Fairman, a writer for “What Do I Do With All This Heritage?” poses on Wednesday, May 22, 2024, in Los Angeles. The show offers more than 14 true stories of Asian American Jews. (AP Photo/Ashley Landis)

In this undated photo provided by Leila Chomski is Chomski, 23, of New Jersey, who struggled to reconcile her love of Korean pop music or K-pop with her Orthodox Jewish faith. Her story is featured in a theatrical production that spotlights the lives of those who are Asian American and Jewish. (Leila Chomski via AP)

• Copy Link copied

LOS ANGELES (AP) — David Chiu’s mother comes from a long line of Lithuanian Jews; his father is an immigrant from Hong Kong. For most of his life, the 42-year-old Southern Californian has felt like he “never completely belonged in either world.”

It wasn’t until a few years ago, when he sat in a room with eight people who were Asian and Jewish, that he realized there were others who held those identities .

“We’re not like oil and water that don’t mix,” he said. “Asian Jews are like pieces of a puzzle that fit together, and they produce really interesting individual pictures.”

Chiu is a producer on a show titled “What Do I Do with All This Heritage?” that will present 14 true stories showcasing the unique, often little-known experiences of Asian American Jews.

The stage production is a collaboration between The Braid, a 16-year-old story-telling company that highlights the Jewish experience , and The LUNAR Collective, which was founded in 2020 and is the only national organization for Asian American Jews. Chiu has roles in both groups.

Shows will run through June 9 in Los Angeles, San Francisco and via Zoom. May marks the celebration of both Asian American and Jewish American heritage.

The stories capture the rich diversity among Asian American Jews, with subjects ranging in age from 12 to 75. The production has no sets, props or costumes. It brings these true stories to life with poignant moments, humor, romance, music, and most importantly hope and joy, Chiu said.

“This is like a nice sampler platter of what the Asian American Jewish experience is like.”

The Associated Press interviewed four of the people featured in the production. Here are their stories.

In this undated photo provided by Leila Chomski is Chomski, 23, of New Jersey, who struggled to reconcile her love of Korean pop music or K-pop with her Orthodox Jewish faith. (Leila Chomski via AP)

Leila Chomski, 23, New Jersey

Born to a Vietnamese mother and an Ashkenazi Jewish father from Canada, Leila Chomski was raised Orthodox Jewish. At 14, she fell in love with the Korean pop band BTS.

“K-pop songs spoke to me because they talked about working hard to achieve success and having intellectual independence,” she said.

Chomski posted K-pop videos on Instagram and dressed like K-pop stars wearing mini-skirts, thigh-high boots and cropped tops. Her new persona conflicted with her Orthodox Jewish values.

“It made me feel lost and sad and pained,” she said, describing her helplessness at being unable to fully embrace her Asian and Jewish identities. “I spent a lot of time crying, praying to God.”

When Chomski was 18 and riding a bus with her mother from New Jersey to New York City, she told herself that if she saw a sign from God that second she would change her life. On cue, she saw a billboard featuring a rabbi’s smiling face and the words: “Do a mitzvah (a good deed). It’s the right thing.”

Chomski took that to heart. With the help of her rabbi, she figured out how to share her K-pop videos on social media without compromising her faith. She switched to long skirts and dresses. She stopped singing and dancing in public.

“I was finding ways to be proud of my Jewish heritage,” she said. “I realized I needed to be part of my Jewish community and celebrate being Jewish instead of being embarrassed about it. Reconciling my Asian and Jewish sides is still a struggle. I’m trying to find my way.”

Maryam Chishti, a co-producer and writer of “What Do I Do With All This Heritage?” poses on Wednesday, May 22, 2024, in Los Angeles. (AP Photo/Ashley Landis)

Maryam Chishti, 26, New York City

Maryam Chishti’s Jewish mother is from Manhattan’s Upper West Side; her father is a Muslim from Kashmir. Her parents decided to raise her Muslim and Jewish.

When she turned 11, Chishti’s parents told her she would have two coming-of-age ceremonies — a Bat Mitzvah and one where she recited the Shahada — the Muslim profession of faith.

“I was annoyed because I had to do twice the work preparing for both ceremonies,” she said. But it helped her see the similarities between Judaism and Islam.

“Not only do both religions worship the same God, but the diets are similar, the teachings are the same. I started to see a merging of these faiths within me. And when I felt a connection with God, it was both as a Muslim and as a Jew.”

There were moments of fusion at home as well, with celebrations of the High Holidays sometimes merging with Ramadan. Her father made a special lamb dish for Passover. But it was challenging for Chishti to explaining her multiple identities to others.

“You never feel quite enough for everyone and you don’t feel entirely comfortable in a Jewish or Asian space,” she said. “I often have to figure out how many cards I’m going to show — Indian, Asian, interfaith, Jewish, Muslim. It has been a process of knowing that I can only be me, and that has to be enough.”

Lulu Fairman, a writer for “What Do I Do With All This Heritage?” poses on Wednesday, May 22, 2024, in Los Angeles. (AP Photo/Ashley Landis)

Lulu Fairman, 75, Los Angeles

Lulu Fairman was born in Kolkata, India, to Orthodox Jewish parents. Jewish migration to the city began in the late 18th century when merchants from Iraq and Syria came to what was then the seat of the British Raj. They founded a community that became the hub of the Baghdadi Jewish trading diaspora in Asia.

Her father’s family was from Baghdad; her mother’s side was from Eastern Europe. She had a traditional Jewish upbringing, but is often met with surprise when she introduces herself as an Indian Jew.

“I have friends who tell me they had no idea there were Jews in India,” Fairman said. “But I did not know there were Jews in Vietnam. So we all learn something new.”

In the production, Fairman’s story depicts her compassion, a quality which took root in the poverty-stricken city where she grew up and continues to this day through her volunteer work in Los Angeles. Fairman learned that the mother of the woman who plays her in the production lived three doors away in Kolkata’s Jewish neighborhood.

“I had to hold back tears when I heard that. It felt surreal and serendipitous.”

Fairman said she has found purpose in her life by helping others.

“Now, I’m comfortable in my own skin. When I look in the mirror, I like the person I see.”

Lillian Mimi McKenzie performs in “What Do I Do With All This Heritage?” on Wednesday, May 22, 2024, in Los Angeles. (AP Photo/Ashley Landis)

Lillian McKenzie, 23, Los Angeles

Lillian McKenzie’s mother is Jewish; her father is a Korean adoptee raised by white Presbyterian parents. As a cast member, she tells Chomski’s K-pop-infused story.

Chomski’s experience resonates with McKenzie, a jazz vocalist from Los Angeles.

“We have oddly similar but different experiences,” she said. “Both of us have found joy through dance and music.”

She is also telling the story of a 12-year-old girl of Chinese descent living in Boston who faced discrimination in her Jewish school and as a result, comes to realize how important her faith is. McKenzie says doing this show has helped her.

“I didn’t talk about my heritage much before because I felt not many could relate to it,” she said. “This show has been a big stepping stone where I now feel like a full person with all my identities.”

The show is also important for non-Jewish people to see because it highlights the experiences of “people who may never be seen,” McKenzie says.

“We’ve created a community out of what people thought of as nothing,” she said. “You feel their humanness, because what’s more human than feeling that you don’t belong?”

Associated Press religion coverage receives support through the AP’s collaboration with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content.

• ARTS & ENTERTAINMENT

Students hope to save famed acting school Theatre of Arts Hollywood from shutdown

HOLLYWOOD, LOS ANGELES (KABC) -- Students and employees at Theatre of Arts Hollywood say the nearly 100-year-old acting school is getting ready to close its doors.

"They called all of us students into faculty meetings, saying 'Hey, it's very unfortunate, but this school is closing,'" said current student Callahan Welsh.

ToA's administration wouldn't comment on the closure, but employees at the school confirmed that it is slated to shut down permanently in March 2025.

The school has been a staple in Hollywood since it opened in 1927, churning out stars like James Dean, Olivia de Havilland and Mickey Rooney.

"It's just sad to see that all of this history is just going to be stripped away," said ToA student EdRinaldo Dale. "This place has built a strong net of good, working actors, people that work together and want to succeed, so why would you want to take that away?"

Callahan says he hopes some of the school's famous alumni might pitch in to keep the school from going under.

"We're kindly looking for a donor or anyone who's willing to take Theatre of Arts under their wing to keep it open," he told Eyewitness News. "Clint Eastwood, Marilyn Monroe, Shirley Temple, Jack Palance came to this school, walked these halls and learned to act professionally. We'd like to keep doing the same thing."

Related Topics

• LOS ANGELES
• LOS ANGELES COUNTY
• SCHOOL CLOSURES

Top Stories

Video shows alleged hazing involving Upland High baseball team

• 38 minutes ago

Co-worker of slain 'General Hospital' actor Johnny Wactor speaks out

• 14 minutes ago

Pedestrian fatally struck by Metro train in South Los Angeles

• 3 hours ago

Marian Robinson, mother of Michelle Obama, passes away at 86

• 2 hours ago

SoCal man unexpectedly helps save 2 lives with his 1 kidney

Man dead after shooting involving off-duty LAPD officer: Officials

J.Lo cancels summer tour: 'I am completely heartsick and devastated'

Str8 Up Tacos in Lakewood has special focus on veggies