How effectively did the social, cultural, historical/political context of the piece communicate to your audience?

Although we did not set out to address any issues as the piece is generally light and purely for entertainment, we do address homosexuality as one of the scenes involves lesbians, however we do not particularly draw attention to the fact that they are lesbians, we display them in the same way that we would show any couple and we do not stereotype them, therefore that in itself is addressing the social and cultural context because we generally live in a society that accepts homosexuality.
We also address the issue of adultery in one of the scenes, but it is shown in a somewhat mocking way, because the characters are completely disgusting and vulgar, therefore the issue itself is not the main problem.
We subconsciously do take a stance that is against adultery, as the man's indiscretions are discovered and the scene ends with him being punnished for his crimes and he ends up alone.
The humour and content of the scene in general is not specific to a certain time period, as the humour is not particularly satirical or contemporary, as the type of physical comedy and innuendo should be funny to people of all ages and should be just as funny in ten years as it would have been ten years ago. The scenes are set in ordinary places with archetypal characters which should be identifiable to everyone.

16/11/12
One of our scenes involves a 'gangster' character and a 'posh' character, and we plan to pepper the scene with cultural references by both of the characters, for example the 'gangster' mentions Poundland and uses slang such as 'p' for money and mentions 'poundland' and possibly even 'Tooting Hub' which would relate to the audience.

26/11/12
In one of the scenes there is a posh character who has to move school because her father lost his job and therefore could relate to the current economic climate.

27/11/12
The ditsy characters are teenagers that go to Burntwood school, which obviously it will be easy for the majority of the audience to relate to, and the characters are easily relatable. The scene involves teenagers who steal objects from a shop and sell it in school, which is actually a problem that a lot of schools face. The fact that it involves theft means that it addresses the behaviour of teenagers and also the problem of people who are trying to make money because they are suffering from the poor economic climate. It also mocks the teenagers as it shows that they have not thought the plan through properly.

5/12/12
The audience should easily be able to identify with the characters in the 'PE' scene as they are stereotypes, and the teenage characters will be talking about things that the audience will identify with, especially if they are students.

11/1/13
To add humour to the PE scene, we thought that it would be funny to have the PE teacher obsessed with the Spice Girls, as they are well known, so the audience will easily be able to recognise them and their songs, as the teacher often uses their lyrics when she is trying to make a point, but also they are not exactly 'cool' so it is kind of a way to poke fun at the teacher. The characters of the teenagers are also easily relatable, as they are stereotypcial, as are most of the charaacters in the piece.
Also the idea for the builder scene was developed as we thought about reality TV shows like 'Cowboy Builders' as we thought that the stereotype of lazy builders would be funny. A lot of the characters are like characters that would be seen on reality TV and some of the situations are almost soap opera style, with the ideas of the affair and a woman dressing up as a man, as they are surprising, but not completely unheard of, as they are shocking, but still over the top enough to be funny.