The topic I chose to cover is Media and Emotion. This chapter begins with a definition of the term “emotion,” then looks at theoretical approaches and lines of inquiry that have looked at emotion as (a) a factor in message selection, (b) a result of message exposure, and (c) a mechanism through which other media impacts manifest (Nabi, 2019). The topic is essential to the target audience because most human experiences are centered on emotions. Moreover, the historical bias in favor of cognition in studying media effects and emotions has been the subject of relatively little research. On the topic of Media and Emotion, I will teach that there should be a fast focus on the part that emotions play in the choice, processing, and influence of media information. Through the topic, my goal will be; to provide an overview of how emotion has been incorporated into media impacts research and how future studies can profit from more methodical incorporation of components related to emotion.

My target audience will comprise mostly k-12 grade teachers. A teacher with the designation “K-12” teaches students in the Kindergarten through the twelfth grades. K-12 grade teachers are in charge of helping pupils study independently and impart knowledge and skills that will help them achieve their goals in the future. The unique attributes of the k-12 grade teachers as target audience include; Critical thinking, problem solution, flexibility, and the ability to initiate projects. The target audience comprises k-12 grade teachers who consume media through various sources (Oliver et al., 2019). Most of the teachers have access to the internet through mobile devices and laptops. Moreover, some of the target audience has access to social media websites and print media such as newspapers and television. To design media content for the k-12 grade teachers, I will consider various factors such as; their student’s age, gender, educational specialization and school curriculum.